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Peipsi 

(or  Junior  HeaberO 


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MARGARET  TYSON  APPLEGARTH 

AND 

NELLIE  PRESCOTT 


,  *  >«  M  <■  ■■  } 

.  ■  .•  t 

. 


>:Mh 


...  The... 


Young  China  Hunters 


BY 


REV.  ISAAC  T.  HEADLAND 


In  Paper,  20  Cents 


In  Cloth 


Fifty  Cents 


Illustrated 


With  appendix  giving  Classics 
for  Girls  and  Classics  for  Boys 


ill 


Translated  from  the  Chinese  by  Dr.  Headland 

A  capital  series  of  lessons  on 
China  for  older  Juniors  ::  :: 


ORDER  FROM 


'  Central  Committee 
United  Study  of  Foreign  Missions 
HH  West  Medford.  Mass. 


f 

e  r 


MISSIONARY  HELPS 


FOR  JUNIOR  LEADERS  AND 
PRIMARY  CLASS  TEACHERS 


BY 

MARGARET  TYSON  APPLEGARTH 

AND 

NELLIE  PRESCOTT 


□ 


CENTRAL  COMMITTEE  ON  UNITED  STUDY  OF  FOREIGN  MISSIONS 

WEST  MEDFORD,  MASS. 


Copyright,  1913,  by 

Central  Committee  on  United  Study  of  Foreign  Missions 
West  Medford,  Mass. 


Cable  of  Contents 

PAGE 

Chapter  I. — Japan. 

Flower  Day  ......  5 

A  Village  of  Mite  Boxes  ...  9 

Chapter  II. — Korea. 

A  Visit  to  Wang  Ken,  Seoul,  Korea  .  19 

Chapter  III.— The  Philippines. 

Our  Newest  Cousins  ....  27 

Chapter  IV. — Burma. 

Little  Scenes  in  Burma  ....  38 

Burman  Bells  .....  43 

Chapter  V. — India. 

An  Elephant  Ride  .  .  .  .  .  51 

What  the  Gospel  Story  Can  Do  .  .  55 

Chapter  VI. — Africa. 

Black  Diamonds  in  Africa  ...  62 

Chapter  VII. — Special  Programs. 

Easter— Jesus,  the  Light  of  the  World  .  73 

Hospital  Party  .....  78 

Missionary  Shower  .  .  .  .  82 

Doll  Shower  ......  84 

A  Fish  Party  .....  85 

Chapter  VIII. — Posters;  Invitations; 

Mite  Boxes 


S7 


preface 

The  outlines  and  special  exercises  presented  in  this  little 
book  are  the  result  of  the  experience  of  the  authors  in  their 
work  among  children  and  young  people.  They  are  arranged 
to  be  suggestive  and  not  exhaustive  in  their  treatment  of  any  one 
country,  for  it  has  been  taken  for  granted  that  leaders  will  sup¬ 
plement  the  material  given  by  drawing  upon  their  own  store  of 
information  and  that  supplied  by  the  different  denominational 
Mission  Boards. 

If  so  desired  the  outlines  can  be  readily  adapted  for  use  in  a 
Primary  Department,  by  dividing  any  one  of  them  into  two  or 
three  short  lessons  suitable  to  the  Sunday  School  hour.  For 
instance,  the  Japanese  boy  might  furnish  material  for  one 
lesson,  the  Japanese  girl  a  second,  and  the  religion  a  third.  A 
village  of  Mite  Boxes  could  then  follow  as  a  special  exercise  at 
the  close  of  the  study  of  Japan. 

The  authors,  however,  urge  that  leaders,  in  the  use  of  the 
outlines,  bear  in  mind  the  fact  that  the  play  instinct  is  strong 
in  the  heart  of  the  Junior  boy  and  girl,  and  that  a  free  use  of 
the  imagination  makes  the  lessons  more  real  and  the  children 
of  other  lands  nearer  and  dearer  to  the  Juniors  of  America. 


The  Authors. 


Chapter  I :  Sapan 

Lesson  I.  Flower  Day 

I.  Introductory  Helps  for  the  Leader. 

A.  Something  for  the  Juniors  to  find  out. 

1.  What  is  the  old  name  of  Japan? 

2.  Over  what  country  has  Japan  recently  won 

a  great  victory  ? 

3.  What  is  the  name  of  a  mountain  of  Japan 

that  all  the  Japanese  love? 

B.  Have  a  large,  bare  table  ready  in  the  front  of 

the  room.  As  the  lesson  precedes,  place 
upon  the  table  the  various  objects,  so  that 
at  last  you  have  the  table  covered  with 
things  that  relate  to  Japan. 

C .  Groups  of  material  to  illustrate  :  — 

1.  The  countrv. 

%/ 

a.  Brown  paper  or  cloth. 

b.  Green  paper. 

c.  Bamboo  trees  (see  Fig.  4). 

2.  The  Japanese  children. 

a.  Model  of  one  or  more  houses  (Fig.  1). 

b.  Pictures  of  jinrikishas. 

c.  A  boy  doll. 

(1)  Shoes  (Fig.  5). 

(2)  Stockings. 

(3)  Japanese  book  (real  or  imaginary). 

(4)  Japanese  pencil  (small  brush). 


6 


OUTLINES  FOR  JUNIOR  LEADERS 


d .  A  girl  doll. 

(1)  Rice  bowl  and  chopsticks  (skewers). 

(2)  Paper  handkerchief  (3  inches 
square. ) 

(3)  Very  small  Japanese  doll. 

3.  Idols. 

a .  An  image  or  picture  of  Buddha. 

b.  Incense  (joss  sticks). 

D .  A  girl  dressed  in  Japanese  costume. 

E.  Lesson  may  be  given  by  the  leader,  or  dif¬ 

ferent  children  may  take  the  topics  and 
show  the  material,  which  is  then  placed 
upon  the  table. 

E,  Flower  day  may  be  emphasized  by  having 
real  or  paper  flowers  for  decorations.  For 
instance,  if  the  meeting  is  held  in  the  fall, 
hardy  chrysanthemums  might  be  used,  or 
maple  leaves  and  one  given  to  each  child. 

II.  Development. 

A.  Leader  explains  where  Japan  is,  how  it  is 

reached,  etc.  Then  she  continues  with 
the  following  description  or  calls  upon 
different  Juniors  to  take  the  topics. 

B.  The  country.  Tell  of  the  absence  of  grass 

(brown  paper).  Every  blade  is  carefully 
pulled  up  by  the  Japanese.  Describe 
the  bright,  green  rice  fields  and  the 
bamboo  trees.  (Green  paper  and  models 
of  trees.) 


JAPAN 


7 


C.  The  Japanese  Children. 

1.  The  houses  in  which  they  live  (show 

model).  Note  absence  of  paint,  paper 
instead  of  glass  at  the  windows,  soft  mat¬ 
tings  on  the  floors,  paper  walls,  sliding 
doors. 

2.  The  carriages  in  which  they  ride.  Explain 

that  there  are  no  horses  in  Japan.  The 
two-wheeled  jinrikishas  are  pulled  by 
small  men  who  run  very  fast. 

3.  Their  dress,  customs,  etc. 

a.  Their  names — the  boy,  Ono  Chan  ;  the 
girl,  Toki  San. 

b.  Speak  of  their  black  hair,  slanting  eyes, 
loose  dress. 

c.  Show  the  big  pockets  in  sleeves  of  girl’s 
kimono  and  her  paper  handkerchief. 

d.  Shoes — always  left  outside  the  door. 
The  stockings  with  special  place  for  the 
great  toe. 

e.  Describe  how  they  sit  on  the  floor,  sleep 
on  the  floor,  eat  rice  with  chopsticks, 
read  from  a  book  from  back  to  front  and 
write  with  a  brush. 

f.  Explain  how  older  sister  must  spend 
much  time  in  caring  for  baby  sister. 
(Tie  little  doll  on  back  of  larger  one.) 

D .  The  Religion. 

1.  Worship  of  idols. 

a .  Show  the  image,  place  it  on  the  table, 
light  incense  before  it. 


8 


OUTLINES  FOR  JUNIOR  LEADERS 


b.  Explain  how  the  idol  is  worshiped  by 
having  the  girl  in  costume  kneel  before  it 
and  bow  her  head  to  the  ground. 

2.  Leader  tells  of  idol  in  a  temple  in  Tokyo, 
Japan,  that  is  made  of  wood  and  that  has 
been  worn  smooth  by  frequent  rubbing  by 
sick  people  in  the  hope  of  being  made 
well.  For  instance,  if  they  are  troubled 
with  rheumatism  in  the  knee,  they  rub 
the  knee  of  the  god  vigorously  and  then 
their  own  knee. 

E .  Recitation  by  girl  in  costume. 

I’m  a  Japanese  girl,  from  Japan  so  far  away, 

I’ve  a  pretty,  soft  kimono  and  a  lovely  sash  so  gay. 

But  altho’  I  look  so  cunning,  I  am  really  very  sad — 

Just  listen  while  I  tell  you — it  will  make  you  far  from  glad. 

In  Japan  we  worship  idols,  which  are  made  of  stone  and  wood, 

But  all  our  praying  to  them  never  does  us  any  good. 

Some  of  them  are  very  tiny — carved  out  bits  of  stone, 

With  ugly,  cruel  faces— not  one  bit  like  our  own. 

There  are  others,  very  big — far  bigger  than  this  room  ; 

And  they  stand  in  great,  huge  temples,  with  corners  full  of 
gloom. 

But  do  you  think  we  love  him,  this  idol  cold  and  grim? 

Of  course  we  don’t,  how  can  we,  when  we’re  so  afraid  of 
him ! 

O  Juniors  in  America,  you  have  a  Saviour  dear, 

About  whom  Japanese  folk  would  greatly  love  to  hear! 

Won’t  you  save  your  dimes  and  nickels,  that  to  us  you  soon 
may  send 

The  glad  and  happy  tidings  of  Jesus,  your  dear  friend? 


JAPAN 


9 


III.  Conclusion. 

i  .  Brief  summary  by  the  leader. 

2.  Prayer  that  the  children  of  Japan  may  not  be 
forgotten  or  their  appeal  be  ignored  by  the 
Juniors  of  ...  .  Church. 


Lesson  II.  A  Village  of  Mite  Boxes 

This  exercise  may  be  used  for  some  special  occa¬ 
sion  or  may  be  supplementary  to  or  incorporated 
with  the  regular  lesson  on  Japan,  if  the  Juniors 
have  been  given  the  mission  boxes  in  the  form  of 
Japanese  houses,  which  can  be  obtained  from  some 
of  the  mission  rooms. 

I.  Preparations  to  be  made  by  the  Leader. 

A.  Large  table  covered,  partly  with  brown 

paper  to  represent  absence  of  grass  and 
partly  with  green  cr£pe  paper  to  represent 
rice  fields.  Avenue  of  pine  trees  (ever¬ 
green  tips  stuck  into  empty  spools  which 
have  been  stained  dark  green) ,  leading  up 
to  the  idol,  before  whom  incense  is  burn¬ 
ing.  Japanese  house  to  represent  rich 
man’s  home  with  garden  in  the  rear,  of 
stones  and  plants. 

B.  Girl  in  Japanese  costume  with  pretty  Japanese 

colored  cards  in  the  sleeves  of  her  kimono 
(obtained  from  Literature  Departments  of 
different  Boards  at  20  cents  a  dozen). 


IO  OUTLINES  FOR  JUNIOR  LEADERS 

C.  Invitations  (see  Fig.  io)  sent  to  the  Juniors 
who  are  requested  to  bring  their  mission 
boxes. 

II.  The  Program. 

A.  Arrangement  of  the  table  is  explained  by  the 

leader. 

B .  To  the  music  of  a  march  played  upon  the 

piano,  the  children  come  to  the  table,  de¬ 
positing  their  boxes  anywhere  they  choose 
(except  in  the  rice  fields)  thus  making,  on 
the  table,  a  Japanese  village,  with  many 
of  the  houses  huddled  together  and  others 
far  apart  (see  Fig.  n). 

C.  Song.  To  the  tune  of  “  Home  Sweet 

Home  ”  or  Luther’s  “Away  in  a  Manger,” 
the  following  words,  written  on  the  black¬ 
board,  are  sung  by  all  the  children  : — 

A  Japanese  village  we  now  have  made 

With  houses  of  cardboard  and  streets  well  laid. 

Oh,  Jesus,  we  pray  Thee,  that  over  the  sea, 

Real  Japanese  villages  may  learn  of  Thee. 

We  ask  Thee  to  use  the  money  we’ve  brought 
That  Japanese  children  at  once  may  be  taught 
The  story  of  Jesus,  our  Saviour  and  Friend, 

And  that  heathen  idols  may  soon  have  an  end. 

D .  Leader,  by  a  few  questions,  finds  that  the 

Juniors  do  not  consider  this  a  model  vil¬ 
lage  and  upon  their  suggestion,  the  girl  in 
costume  removes  the  idol  and  the  incense. 


JAPAN 


13 


E.  To  fill  the  vacant  space  and  give  the  village 
a  more  Christian  aspect,  a  church  or 
schoolhouse  may  be  built  from  a  box  of 
wooden  blocks.  Now  upon  the  table 
there  is  a  Christian  Japanese  village. 

E.  The  girl  in  costume  distributes  the  cards 
which  she  has  in  her  sleeves. 

III.  Conclusion. 

Prayer  that  the  money  given  may  be  used  to 
teach  Japanese  children  the  story  of  Jesus. 

'  e  ,  •.  .  ;  :  .• 

Note. — The  opening  of  the  boxes  may  form  a  part  of  the 
program,  if  the  leader  desires. 


^Directions  for  of  MuStratibe  Jttatenal 

Note. — For  cuts  see  pages  11,  12,  15,  16. 

How  to  Make  a  Japanese  House 

Fig.  i.  This  Japanese  Mite  Box  is  issued  by 
the  Woman’s  Baptist  Foreign  Missionary  Society, 
Ford  Building,  Boston,  Mass. 

Fig.  2  when  completed  will  make  a  house  similar 
to  the  mite  box  houses,  Fig.  1,  only  larger  and 
more  elaborate.  The  leader  will  choose  her  own 
measurements,  but  the  completed  house  should  be 
at  least  six  inches  long.  Use  manila  cardboard, 
and  cut  in  two  pieces,  Fig.  2  and  Fig.  3. 

(1)  The  dotted  lines  indicate  where  the  card- 


14  OUTLINES  FOR  JUNIOR  LEADERS 

board  should  be  folded.  A,  B,  C  and  D  are  flaps 
which  should  be  pasted  under  the  side  walls.  E 
and  F  are  the  two  parts  of  an  under  roof,  which  are 
to  be  sewed  together  through  the  eyelets. 

(2)  If  you  care  to  thatch  the  roof  with  brown 
raffia,  this  outer  roof  need  not  be  made.  Otherwise, 
cut  the  roof  from  cardboard,  fold  on  dotted  lines, 
and  paste  A,  B,  C  and  D  under  the  front  sides  of 
the  roof.  Paste  this  outer  roof  on  the  roof  of  Fig. 
2.  Paint  the  woodwork  brown,  the  lanterns  in 
bright  colors,  and  paint  the  roof  in  brown  streaks 
in  imitation  of  thatching. 

To  Make  Bamboo  Trees 

Fig.  4.  Very  realistic  trees  of  the  Palm  Family 
may  be  made  from  different  shades  of  green  tissue 
paper,  cut  in  slashed  leaves  ;  tie  these  leaves  to¬ 
gether,  wind  with  a  thread  to  form  a  narrow  stem  ; 
this  may  be  either  tied  to  a  twig  or  inserted  in  a 
straw,  such  as  are  used  at  soda  water  fountains. 
Stain  the  straw  brown,  and  place  it  (or  the  twig) 
in  the  hole  of  an  empty  spool,  also  stained  brown. 


The  Japanese  Shoe  or  Wooden  Sandal 

A  fairly  accurate  model  of  Fig.  5  may  be  made 
from  heavy  bright  red  cardboard.  Cut  Fig.  6 
from  the  cardboard,  punch  eyelets  at  A,  B  and  C. 
Cut  Fig.  7  from  the  same  cardboard,  color  it  black, 
fold  along  the  dotted  lines,  punch  eyelets  at  A  and 
C.  Place  these  eyelets  A  and  C  under  corre¬ 
sponding  eyelets  of  Fig.  6.  Run  a  piece  of  red 


INVITATION  DESIGN 


Fig.  n 


JAPAN 


17 


ribbon  from  under  A,  arouyd  and  over  B  (another 
piece  of  ribbon  should  be  run  up  through  B  to  tie 
the  first  piece  down)  and  then  through  C  ;  tie  the 
two  ends  at  A  and  C  together  underneath  the  sandal. 
Explain  that  when  the  sandal  is  worn  the  big  toe 
is  divided  from  the  others  atB.  Stockings  are  also 
made  with  a  division  at  the  toes  (like  children’s 
mittens),  the  large  toe  alone  in  one  division. 


A  Japanese  Pagoda 

Fig.  8.  A  pagoda  may  easily  be  made  and  will 
add  to  the  interest  of  the  lesson.  A  box,  18  x  4, 
should  be  used ;  the  sides  and  one  end  should  be 
painted  black.  Glue  the  lid  to  the  box  securely, 
and  also  insert  long  black  pins  to  fasten  it. 

Fig.  9.  Cut  two  sets  of  A,  B,  C  and  D,  using  the 
following  measurements  if  your  box  is  18  x  4, — A, 
inches  ;  B,  8  inches  ;  C,  10  inches  ;  D,  10  inches. 
These  measurements  are  for  length  only.  In  one 
of  the  D  pieces  cut  a  doorway,  lay  the  piece  flat 
against  the  box,  mark  the  size  of  the  door  and  cut 
a  similar  opening  in  the  box.  Color  each  of  the  8 
pieces  (on  both  sides,  in  order  that  it  may  not  be  so 
apparent  that  only  the  front  and  back  projections  of 
the  pagoda  are  given)  ;  the  upper  part  of  each 
story  may  be  black,  the  shelving  roofs  a  bright 
copper  green,  the  doorway  a  brilliant  red  and  the 
balls  at  the  top  of  A,  gilt.  Fold  A,  B  and  C  on 
dotted  lines.  Glue  the  two  Ds,  one  on  the  front 
and  one  on  the  back  side  of  the  box  ;  then  glue  on 
the  Cs,  the  folded  line  of  each  shelving  roof  com- 


i8 


OUTLINES  FOR  JUNIOR  LEADERS 


ing  over  the  top  of  D  ;  fhen  B,  then  A.  Tie  the 
four  balls  of  D  together  with  a  yellow  string,  thus 
forming  a  dome  over  the  top  of  the  box,  which  has 
been  colored  black.  Markings  in  gilt  on  the  dif¬ 
ferent  stories  add  to  the  heathenish  effect. 

Note. — Place  an  idol  (or  the  outline  of  one  in  gilt)  inside  the 
pagoda  door.  Small  bells,  such  as  come  on  baby  rattles,  may  be 
tied  to  the  upper  part  of  the  doorway ;  these,  the  worshipers 
(your  Japanese  dolls)  ring  to  awaken  the  god  when  they  come 
to  light  the  incense  (joss  sticks  in  spools).  A  simpler  pagoda 
may  be  made  in  two  Hat  pieces,  cut  like  Fig.  8,  with  front  and 
back  sides,  each  painted  as  described  above.  The  beauty  of  the 
shelving  roofs  is  lost,  however. 


Chapter  II:  Eorea 

A  Visit  to  Wang  Ken,  Seoul,  Korea 

I.  Introductory  Helps  for  the  Leader. 

A.  Something  for  the  Juniors  to  find  out. 

1.  Where  is  Korea? 

2.  Why  do  the  Japanese  live  in  Korea? 

3.  Why  was  it  called  “The  Hermit  Nation”? 

B.  Arrange  material  on  table,  with  brown  cloth 

or  paper  on  it  to  represent  the  ground,  so 
that  you  have  a  simple  Korean  village  or 
portion  of  one.  Leave  an  open  space  in 
the  center  for  the  market  place ;  no 
definite  paths  or  roads  are  necessary. 

C.  Material. 

1.  Doll  dressed  like  Fig.  12.  (Pictures  of 

Korean  boy  might  be  substituted.) 

2.  Models  of  Korean  houses  —  walls  of  plaster 

or  dark  brown  and  roof  of  raffia  (see  Fig. 
13).  On  roof,  fasten  a  few,  bright  red 
balls  to  represent  peppers  drying  in  the 
sun. 

3.  Dolls  dressed  to  represent  Korean  man  and 

woman  (Figs.  14  and  15). 

(“National  Geographic  Magazine”  for  November,  1910, 
contains  fine,  colored  pictures  of  Korea  and  people. 


20  OUTLINES  FOR  JUNIOR  LEADERS 

D.  Invitations — may  be  written  on  Korean  pic¬ 
ture  post  cards  or  typewritten. 

To  the  Junior  Society  of  ....  Church. 

Dear  - : — 

Ono  Chan  has  just  written  me  that  you  have  been  visiting 
him  in  Japan.  Now  I  do  not  live  very  far  from  Japan  and  I 
should  love  to  have  you  come  to  spend  a  day  with  me.  I  live 
in  Seoul,  Korea;  my  name  is  Wang  Ken,  and  I  am  a  Chris¬ 
tian  boy. 

Please  come  on - if  you  possibly  can  ana  I  will  expect 

you  on  the  morning  boat. 

Your  friend, 

Wang  Ken. 

II.  Development. 

The  lesson  is  given,  in  easy  conversational  style, 
by  the  leader,  who  much  of  the  time  acts 
as  the  mouth  piece  of  the  imaginary  Wang 
Ken.  Use  dolls  and  Korean  village 
wherever  possible. 

A.  Introduction. 

1.  Children  vote  to  accept  kind  invitation  of 

Wang  Ken. 

2.  Leader  explains  how  to  get  to  Korea. 

a.  By  train,  across  our  country  to  San 
Francisco. 

b .  By  steamer  to  Yokohama  and  Nagasaki. 

c.  By  ferry — one  night— to  Korea. 

B.  The  Day  with  Wang  Ken. 

i.  Introductions.  Wang  Ken  meets  his  new 
friends  and  a  few  moments  are  occupied 
in  comparing  clothes,  hair,  eyes,  etc.,  and 
noting  differences. 


KOREA 


21 


2.  Wang  Ken’s  home. 

a.  Leader  explains  that  Wang  Ken  wants 
them  to  see  where  he  lives. 

b .  Children  pass  up  a  street,  unpaved,  with¬ 
out  sidewalks  and  with  a  ditch  along  the 
side  for  a  sewer. 

c.  Exterior.  House  of  mud  or  plaster  with 
thatched  roof  (show  house).  The  red 
objects  on  the  roof  are  red  peppers  which 
are  placed  there  to  dry.  Note  absence  of 
windows  and  chimneys. 

d.  Interior.  Mud  floor  and  walls,  no  chairs 
or  bed.  A  few  dishes  and  what  looks  like 
a  small  paddle.  One  of  the  boys  asks 
Wang  Ken  when  he  uses  this,  as  he  sees 
no  water  near  by.  Wang  Ken  explains 
that  the  paddle  is  what  his  mother  irons 
his  clothes  with,  first  ripping  them  to 
pieces, — everyone  thinks  this  a  queer  way 
to  iron  ! 

e.  Some  one  asks  how  the  house  is  warmed 
and  where  the  family  sleeps.  Wang  Ken 
takes  them  out  of  doors  and  shows  them  a 
little  hole  close  to  the  ground  and  explains 
that  a  fire  is  made  in  there  and  the  heat 
passes  through  flues,  all  under  the  floor, 
which,  in  this  way?  is  warmed.  Then 
this  makes  a  very  comfortable  place  on 
which  to  sleep  on  a  cold  night. 

3.  Field  Day  sports. 

a.  Wang  Ken  hurries  all  the  children  off  to 


22 


OUTLINES  FOR  JUNIOR  LEADERS 


see  the  kite  flying  in  a  big  field  outside  the 

b.  The  kites — made  of  bright  colors  with 
long  streamers.  On  the  strings  of  the 
kites  are  tied  broken  bits  of  glass. 

c.  Children  exclaim  when  they  notice  that 
many  of  the  people  in  the  field,  with  kites, 
are  men ;  and  some  even  quite  old. 

d .  Explain  that  the  real  fun  comes  when  the 
kites  are  high  in  the  air  and  each  kite 
flyer  tries  to  cut  the  string  of  his  neighbor 
by  means  of  the  broken  glass.  As  the 
kites  come  down,  one  by  one,  the  crest¬ 
fallen  owner  picks  up  his  property  and 
withdraws  from  the  field.  Call  attention 
to*a  little  boy  who,  in  his  excitement  over 
the  sport,  has  thoughtlessly  touched  a 
string  and  now  his  hands  are  bleeding. 
Everyone  congratulates  the  man  who  is 
able  to  keep  his  string  unbroken  and  his 
kite  flying. 

4.  The  dinner  at  Wang  Ken’s  house. 

a.  The  sports  over,  everyone  returns  to 
Wang  Ken’s  home  for  dinner. 

b.  In  the  courtyard,  in  front  of  the  house, 
the  children  meet  Wang  Ken's  father  and 
mother.  Show  dressed  dolls  or  outlines 
(Fig.  14)  and  call  attention  to  father’s 
long,  glistening  white  coat  and  queer, 
black  stovepipe  hat  with  band  under 
the  chin,  and  his  mother’s  full  white 
skirts,  short  jacket  and  long  cloak-like 
covering  over  her  head. 


KOREA 


23 


c.  Leader  describes  how  everyone  sits  upon 
the  ground  and  eats  boiled  rice  served  in 

o 

brass  bowls,  red  peppers,  turnips  and 
melons.  Because  Wang  Ken  has  visitors, 
the  neighbors  crowd  around  and  watch 
the  meal  through. 

5.  Visit,  in  the  afternoon,  to  Wang  Ken’s 
church  where  service  is  to  be  held. 

a.  The  building — a  plain,  square  building 
with  a  tiled  roof.  Inside  it  is  like  a  barn 
with  a  platform  in  front.  There  are  no 
chairs.  A  curtain  divides  the  room  length¬ 
wise  through  the  center.  Explain  that  the 
men  sit  on  one  side  of  the  curtain  and  the 
women  on  the  other — never  together. 
There  are  shelves  along  the  sides  of  the 
building  where  the  enormous  hats  of  the 
women  are  piled. 

b.  The  service.  Here  the  room  should  be 
very  quiet  as  the  leader  describes  the 
beautiful  service — the  singing  of  the  old, 
familiar  tune  with  Korean  words  :  4  ‘  There 
is  a  Fountain  filled  with  Blood”;  the 
prayer  by  the  Korean  pastor,  followed  by 
all  in  the  audience,  praying  together,  and 
out  loud,  their  own  individual  prayers. 
It  sounds  like  the  murmuring  of  the  tide 
of  a  great  ocean.  Then  there  is  a  sermon 
by  the  pastor  to  which  everyone  gives 
good  attention  and  occasionally  some  one 
softly  murmurs  approval  of  what  is  said. 

c.  At  the  close,  all  the  Korean  women  gather 


24 


OUTLINES  FOR  JUNIOR  LEADERS 


about  the  American  children,  look  closely 
at  their  clothes,  pat  their  hands  gently  and 
smilingly  tell  them  how  glad  they  are  to 
see  them. 

C.  The  farewell  to  Wang  Ken.  The  visit  in 
Korea  is  over  and  the  children  must  take 
their  leave.  Wang  Ken,  instead  of  say- 
ing  “good-by,”  keeps  repeating,  accord¬ 
ing  to  the  custom  of  his  country,  “May 
you  go  in  the  peace  of  God.” 

III.  Concluding  Prayer  for  the  Christian  boys 
and  girls  in  Korea,  that  they  may  be  true 
and  strong  in  the  love  of  Jesus. 


Btrectiottg  for  ®se  of  SUustratibe  jWaterial 

Note. — For  cuts  see  page  25. 

The  Korean  Boy 

Fig.  12.  For  the  Korean  doll  a  Japanese  doll 
may  be  redressed  in  a  clean  white  muslin  suit 
of  short  jacket  tied  around  the  waist  and  loose 
trousers.  His  hair  should  be  plaited  in  one  or 
two  braids.  This  hair  may  be  made  of  black  em¬ 
broidery  silk. 

Fig.  13.  To  make  this  Korean  house  cut  two 
pieces  of  brown  cardboard  in  the  shape  of  the 
front  of  the  .  house.  (To  have  a  symmetrical 
pattern,  fold  a  large  piece  of  paper ;  starting 


KOREAN  BOY 


2 6  OUTLINES  FOR  JUNIOR  LEADERS 

from  the  fold  draw  one  half  the  front,  whatever 
length  you  desire  ;  cut  this  drawing  out,  when  open 
it  will  be  the  correct  pattern.)  Paste  these  two 
pieces  to  the  front  and  back  side  of  a  shoe  box,  the 
roofs  should  rise  above  the  box,  however,  as  they 
are  to  be  sewed  together  at  A  A  A.  Either  thatch 
the  roof  with  equal  lengths  of  brown  raffia  or  paint 
it  in  brownish  streaks  to  represent  thatching.  Cut 
a  door  and  window.  Paint  the  entire  house  brown, 
unless  you  choose  to  cover  it  with  moulding  clay. 
Set  the  house  inside  the  lid  of  a  dry-goods  box, 
which  will  form  the  fence.  Either  paint  the  yard 
green  or  put  in  green  blotting  paper. 

Note. — The  houses  in  Korea  are  all  one-storied — probably 
to  make  it  impossible  to  spy  into  another  yard! 

Wang  Ken’s  Father  and  Mother 

Fig.  14  is  Wang  Ken’s  father.  He  should  wear 
a  loose  white  coat.  Over  the  topknot  on  his  head 
he  wears  a  queer  black  hat  perched  high  up,  rest¬ 
ing  on  a  crownless  skullcap  of  black  gauze,  tied 
tightly  under  his  chin.  A  simple  outline  of  this 
figure  could  be  made  on  cardboard. 

Fig. IS  is  Wang  Ken’s  mother  as  she  appears  on 
the  street.  She  wears  a  very  full  skirt  and  a  short 
jacket,  and  over  her  for  out-of-door  wear  she  puts 
a  cloak  with  sleeves  (in  which  she  never  puts  her 
arms)  which  covers  her  head  and  her  face  if  she 
wishes. 


Chapter  III:  <2£>ur  JHetoest  Cousins 

The  Filipinos 

I.  Preparatory  Work. 

A.  Invitations  and  offering  bags. 

1.  Invitations  to  be  given  out  month  previous 

to  meeting. 

Dear  American  Cousin  : — 

Since  your  Uncle  Sam  is  our  uncle  too, 

We  want  to  become  acquainted  with  you, 

So  please  fill  this  flag  with  nickels  and  dollars 
And  next  month  we’ll  meet  with  you  junior  scholars. 

Lovingly, 

Your  Newest  Cousins. 

2.  Offering  bags.  Buy  a  quantity  of  Ameri¬ 

can  flags  (5x3  inches).  Fold  each  flag 
in  half,  stitch  three  sides  on  a  sewing 
machine  to  form  the  bag  and  run  a  draw 
string  through  the  top. 

B.  Something  for  the  Juniors  to  find  out : — 

1.  Who  these  new  cousins  are. 

2.  When  they  became  nieces  and  nephews  of 

our  Uncle  Sam. 

3.  Who  first  discovered  them?  When? 


28  OUTLINES  FOR  JUNIOR  LEADERS 

C.  Material  the  leader  will  need. 

1.  Have  a  large  table  covered  with  blue  paper 

(cr£pe  or  tissue)  to  represent  water.  On 
this  lay  pieces  of  heavy  green  cardboard 
cut  in  the  shape  of  the  actual  islands  of 
the  Philippine  group  (see  an  atlas  or 
geography).  Make  the  Island  of  Luzon 
large  enough  to  hold  your  model  of  a 
Filipino  hut,  palm  trees,  etc. 

2.  Small  Spanish  boat  (see  Fig.  16). 

3.  American  flag  on  a  standard  (small). 

4.  Filipino  hut  (see  Fig.  18). 

5.  Palm  trees  (see  Fig.  4). 

6.  Grains  of  rice  and  sugar. 

7.  Boy  doll  dressed  as  Filipino  (see  Fig.  20). 

8.  Bible,  tied  with  cords. 

II.  Our  Newest  Cousins. 

A.  Question:  Who  discovered  our  cousins? 
We  did  not  find  them  ourselves,  for  it  was 
only  a  few  years  after  Christopher 
Columbus  discovered  the  way  to  our  own 
land  America,  that  another  Spaniard, 
Magellan,  also  certain  that  the  world  was 
round,  started  from  Spain  across  the 
Atlantic,  through  the  Straits  of  Magellan 
(named  for  him)  to  the  Pacific  Ocean 
(which  he  named).  Tell  of  his  adven¬ 
tures. 

1.  His  Discoveries  (show  ship). 

a.  In  1521,  King  Philip  of  Spain  gave  him 
ships  for  his  expedition.  After  reaching 


30  OUTLINES  FOR  JUNIOR  LEADERS 

the  Pacific  Ocean,  food  gave  out,  all  his 
sailors  grew  sick  and  would  have  died  but 
one  glorious  morning  they  saw  an  island 
(place  ship  on  “  ocean  ”  near  an  “  island  ”) 
with  fruit  trees,  and  landed. 

b.  The  natives  welcomed  Magellan  gladly  at 
all  the  islands, — he  made  them  happy  by 
gifts  of  beads  and  toys.  He  named  all 
the  islands  “the  Philippines,”  in  honor  of 
King  Philip  of  Spain. 

c.  At  one  island,  Cebu,  he  became  a  friend 
of  the  King,  who  was  baptized  and  became 
a  Catholic,  whereupon  a  huge  cross  with 
a  crown  was  put  up  on  a  hill  near  the  sea 
to  show  that  the  King  of  Spain  owned  the 
land. 

2.  The  Result  of  Magellan’s  Discoveries. 

a.  The  Spaniards  forced  all  the  people  on 
the  islands  to  become  Roman  Catholics  at 
King  Philip’s  command. 

b.  The  Spaniards  were  exceedingly  unfair  to 
the  Filipinos  in  many  ways ;  in  1898 
Admiral  Dewey  sailed  over,  conquered 
the  Spaniards  and  made  the  Philippines 
United  States  territory.  (Place  United 
States  flag  on  the  islands.) 

B.  How  our  cousins  feel  toward  the  United 
States. 

1.  Emphasize  the  fact  that  because  the  Fili¬ 
pinos  hated  the  cruel  Spaniards  who  had 
ruled  them,  they  now  distrust  the  United 


OUR  NEWEST  COUSINS 


31 


States  and  fear  harm  will  come  to  them. 
Tell  how  the  women  hide  their  babies 
when  a  white  man.  appears  because  they 
are  afraid  he  may  steal  them  or  bewitch 
them. 

2.  Our  kind  American  missionaries  have 
opened  the  eyes  of  the  people  to  see  how 
good  the  United  States  means  to  be  to 
them. 

C.  Take  the  Juniors  on  an  imaginary  trip  to  a 
Philippine  Island  village,  telling  about 
the  numberless  tropical  trees,  bamboo, 
banana,  cocoanut  and  palm  trees  (here 
place  the  palm  trees  on  Luzon)  where 
chattering  monkeys  scamper  from  tree  to 
tree.  There  are  also  great  fields  every¬ 
where,  sugar  plantations  (scatter  sugar 
over  a  small  part  of  Luzon)  and  rice  fields 
(scatter  rice  over  another  small  area). 

1.  The  houses  are  built  of  bamboo,  with 

thatched  roofs,  usually  raised  from  the 
ground  about  six  feet.  Often  very  sudden 
and  terrible  whirlwinds  will  blow  the 
houses  down  (place  the  hut  among  the 
palm  trees).  The  windows  are  of  trans¬ 
parent  mother-of-pearl,  the  inner  shells  of 
a  certain  kind  of  oyster,  fitted  into  the 
framework. 

2.  Our  newest  cousin  :  Juan. 

a.  His  appearance, — brown  skin,  straight 
black  hair,  no  shoes,  no  stockings,  thin 


32  OUTLINES  FOR  JUNIOR  LEADERS 

trousers  and  a  loose  shirt  which  hangs 
outside,  instead  of  being  tucked  in  at  the 
waist.  A  rattan  hat,  made  in  the  shape 
of  a  cone,  protects  him  from  the  sun. 

b.  His  play  is — fishing;  going  hunting  in  the 
forest  with  his  father  ;  capturing  a  monkey 
to  tame  ;  riding  around  on  his  father’s  big 
water  buffalo.  He  especially  loves  this 
buffalo,  which  is  used  (like  a  horse)  to  do 
the  work  on  the  plantations.  Every  few 
hours  the  big  animal  must  have  a  drink 
and  walks  right  down  into  the  water  with 
Juan  on  his  back.  Wild  buffaloes  are  ex¬ 
tremely  dangerous  and  difficult  to  catch. 
Sometimes  Juan  goes  with  his  father  on 
an  exciting  buffalo  hunt  in  the  forests. 

c.  Juan  has  no  school,  but  he  learns  from 
his  father  how  to 

(1)  Cut  down  bamboo  trees  and  build  a 
new  house. 

(2)  Climb  the  tall  cocoanut  trees  with 
their  smooth  trunks  and  get  a  juice, 
called  tuba,  from  a  cut  at  the  very  top 
of  the  tree. 

3.  Our  Cousin’s  Religion. 

a.  Question  :  What  did  Magellan’s  Spanish 
sailors  force  the  Filipinos  to  become? 

b.  Explain  that  the  priests  who  went  to 
teach  the  people  about  God,  did  not  tell 
the  truth, — instead  of  telling  how  kind  and 
loving  God  was  they  scared  the  people 
and  tried  to  get  money  from  them.  The 


OUR  NEWEST  COUSINS 


33 


people  were  absolutely  forbidden  to  read 
the  Bible  on  penalty  of  a  large  fine  and 
punishment. 

c.  Although  Juan  and  his  neighbors  go  to 
a  church  and  pray  to  our  God,  they  know 
nothing  about  Him  or  about  Jesus  as  we 
know  it,  and  in  their  hearts  they  fear  evil 
spirits  as  the  heathen  do.  (Illustrate  this 
fear  of  evil  spirits.) 

D.  Opening  the  Bible  for  our  Cousins. 

1.  Place  a  copy  of  the  Bible,  previously  tied 

with  cord,  on  the  Island  of  Luzon.  Put 
the  doll,  Juan,  beside  it.  Begin  asking 
him  various  questions,  in  answer  to  which 
he  should  sadly  shake  his  head.  Let  the 
Juniors  suggest  questions  too. 

a.  “Juan,  do  you  know  what  the  first  book 
in  the  Bible  is  ?  ” 

b.  “Well,  you  know  the  Lord’s  Prayer,  of 
course,  don’t  you  ?  ” 

c.  “You  have  learned  the  Twenty-third 
Psalm,  haven’t  you?” 

d.  “  How  about  the  Ten  Commandments?  ” 

e.  “You  know  about  Jesus,  so  can’t  you 
repeat  the  verse  in  which  He  said  He 
wanted  all  the  children  to  come  to  Him?” 
etc. 

2.  The  leader  should  be  familiar  with  her 

denominational  work  in  the  Philippines 
and  at  this  point  should  tell  some  true 
stories  of  what  the  missionaries  have 


34  OUTLINES  FOR  JUNIOR  LEADERS 

done ;  but  as  there  aren’t  half  enough 
missionaries  to  go  around,  our  little  Juan 
and  all  his  village  have  not  heard  the 
good  news  yet.  What  can  Juniors  do  to 
remedy  this?  Give  ! 

3.  Have  the  Juniors  march  around  the  room 
depositing  their  flags  on  the  green  islands 
around  the  bound  Bible.  The  leader 
then  should  ask  some  boy  who  has  a  knife 
to  come  forward  to  cut  the  cords.  Then 
she  should  ask  what  they  would  like 
Juan  to  read  first  in  his  open  Bible;  let 
them  make  their  own  suggestions.  Open 
at  the  passage,  read  it,  and  leave  it  open 
before  Juan. 

III.  Conclusion. 

A.  Song  — some  hymn  about  the  Bible,  such  as 

“Jesus  loves  me,  this  I  know,  for  the 
Bible  tells  me  so,”  or  “  Praise  God  for  the 
Bible,”  or  “  I  love  to  tell  the  Story.” 

B.  Prayer :  that  Junior  boys  and  girls  the 

world  over  may  give  so  generously  that 
all  the  Filipinos  may  have  open  Bibles 
and  teachers  to  explain  about  God’s 
wonderful  love. 


OUR  NEWEST  COUSINS 


35 


©tmftons  for  Use  of  SUustratibe  jfWaterial 

Note. — For  cuts  see  pages  29,  37. 

Magellan’s  Ship 

Fig.  1 6.  To  make  a  symmetrical  pattern  for  the 
ship  fold  a  piece  of  newspaper  and  draw  one  half 
of  the  ship  (see  dotted  line  on  Fig.  17)  as  large  as 
you  may  desire.  Cut  this  out  and  then  open  the 
correct  pattern,  lay  it  on  a  large  piece  of  brown 
cardboard,  mark  the  outline  and  cut  out.  Fold  at 
XX.  Sew  A  A  and  BB  together.  At  C  C  curve 
the  sides  of  the  ship  out.  Lay  the  vessel  at  this 
point  on  the  brown  cardboard  and  trace  with  a 
pencil  the  outline  of  the  sides  (outside).  Cut  this 
outline,  and  lay  it  in  the  ship  to  form  a  deck. 
Punch  a  hole  in  the  deck  for  the  mast  to  go  through 
and  rest  in  a  spool  underneath  the  deck.  Tack 
this  spool  to  the  deck  with  a  nail.  Make  the  sail 
from  a  piece  of  paper. 


The  Filipino  Hut 

Fig.  18.  This  Filipino  hut  is  simple  to  make. 
For  a  pattern  cut  one  of  the  sides  from  paper,  then 
lay  it  on  light  brown  cardboard  and  mark  the  out¬ 
line  four  times,  as  in  Fig.  19.  Cut  this  out  and  fold 
on  dotted  lines.  B  is  a  flap  to  be  pasted  under  the 
side  it  meets.  Flaps  marked  A  are  to  be  sewed 
together  to  form  an  under  roof.  Flaps  marked  C 
are  to  be  folded  under  and  pasted  to  a  floor  to  hold 


36  OUTLINES  FOR  JUNIOR  LEADERS 

it  up  in  place,  this  floor  to  be  made  of  a  square 
piece  of  brown  cardboard.  Sew  equal  lengths  of 
brown  raffia  to  the  roof  to  form  the  thatching. 

The  Filipino  Boy 

Fig.  20.  For  this  Filipino  doll  use  one  of  the 
dolls  dressed  as  a  Hindu  described  in  Fig.  29. 
Redress  it  in  a  loose  shirt  and  short  trousers  and 
make  a  hat  shaped  like  a  cone  as  follows  :  Make  a 
good  sized  circle,  cut  it  from  A  to  B,  move  A  B 
over  to  A  C  and  sew  it  there.  Then  take  equal 
lengths  of  yellow  raffia  and  sew  it  down  to  the 
hat.  (Fig.  21.) 


/ 


Chapter  IV:  $5urma 


Lesson  I.  Little  Scenes  in  Burma 

I.  Introductory  Suggestions  for  the  Leader. 

A.  Something  for  the  Boys  and  Girls  to  find 

out. 

1.  Why  is  Burma  called  the  “Land  of 

Pagodas ”? 

2.  What  beautiful  jewel  is  found  in  Burma? 

3.  What  valuable  timber? 

4.  Why  is  it  said  that  a  stick,  stuck  in  the 

ground  in  Burma,  will  grow? 

B.  Material.  A  toy  aeroplane  (perhaps  one  of 

the  boys  has  one  which  he  would  be  glad 
to  bring  and  manipulate). 

A  doll  in  Burman  dress  (Fig.  23). 

A  strip  of  yellowish  brown  paper  18  x  3 
inches.  On  it  make  some  Burmese  char¬ 
acters  in  black  (Fig.  22). 

Pictures  of  Adoniram  Judson. 

C.  Preliminary  explanations  by  leader. 

1.  Location  of  Burma,  method  of  reaching  the 

country,  etc. 

2.  General  characteristics. 

a.  Climate.  Excessive  heat,  making  um¬ 
brellas  and  pith  hats  a  necessity. 


BURMA 


39 


b.  Country.  Beautiful,  green  fields,  good 
English  roads,  handsome  trees  and  lovely 
bright  red  and  yellow  flowers. 

c.  Animals.  Queer,  little  scrawny  horses, 
big  crows,  water  buffaloes,  elephants, 
green  parrots  and  beautiful  blue  birds. 

d.  The  houses.  Often  only  of  plaster  or 
mud,  with  straw  roofs,  if  the  people  are 
poor.  If  wealthy,  of  plaster,  often  two 
stories  high. 

e.  The  people.  Show  doll,  and  speak  of 
bright  colors  used— -flowers,  jewelry,  etc. 
Faces  never  covered;  women  never  shut 
away  from  sunshine  and  other  people. 

II.  The  Ride  in  the  Aeroplane — as  the  quick¬ 
est  way  by  which  to  see  many  interesting 
things. 

A.  The  Irrawady  River.  There  are  plenty  of 
big  fields  along  by  the  river  where  the 
aeroplane  can  land,  so  a  stop  will  be 
made  here,  and  a  walk  taken  to  the  edge 
of  this  beautiful  river  that  runs  through 
Burma  from  north  to  south  for  more  than 
nine  hundred  miles. 

i.  Describe  the  scene,  many  people  in  the 
water. 

a .  One  taking  a  bath. 

b.  Some  washing  clothes. 

c.  Others  cleaning  vegetables  for  dinner. 

d.  Little  children  playing  and  swimming. 


40  OUTLINES  FOR  JUNIOR  LEADERS 

e.  Woman  with  a  brass  jar,  filling  it  with 
water,  balancing  it  on  her  head,  and 
walking  away  to  her  home. 

2.  Point  out  the  fact  that  people  are  in  the 
habit  of  doing  all  these  things  in  the  open, 
and  are  not  particular  about  having  dif¬ 
ferent  water  for  different  duties. 

B.  The  Monastery  Library.  After  a  ride  of 
twenty-five  miles  a  stop  is  made  at  Hen- 
zada,  where  some  priests  live  in  a  dark, 
old  monastery.  The  visit  is  made  to  see 
what  a  Burman  library  is  like. 

1.  Call  forth  from  children  a  description  of  an 

American  library,  with  its  big  windows 
and  walls  lined  with  books. 

2.  Take  them  up  a  dark,  winding  stairway  to 

a  closed,  dusty  room,  lighted  only  by 
one  window.  Make  the  children  see  a 
big,  bare  room,  the  walls  lined  with  what 
appear  to  be  closets  with  wooden  doors. 

3.  Ask  the  priest  where  the  books  are,  and  he 

will  open  one  of  the  big  closets  and  take 
out  long  strips  of  yellowish  paper,  cov¬ 
ered  with  queer  looking  black  characters. 
Explain  to  the  children  that  these  are 
Burman  books,  the  only  kind  the  Bur¬ 
mese  have,  and  that  very  few  ever  read 
them. 

4.  Make  the  point  that  the  people  do  not  read 

or  know  all  the  wonderful  things  found  in 
books. 


> 


BURMA 


41 


C.  The  Village.  Again  a  stop  is  made — this 
time  at  a  village  that  has  a  very  queer 
name,  Aung  Pen  Lei,  but  a  very  thrilling 
story  connected  with  it. 

1.  Describe  the  poor  little  village,  the  rough, 

winding  paths  for  roads  ;  the  rude  huts  of 
straw  often  raised  five  or  six  feet  above 
the  ground  on  stilts;  the  dogs,  cows, 
goats  and  hens;  the  dirty  men,  women 
and  children. 

2.  Now  point  out  a  house  which  can  be  seen 

a  little  apart  from  the  others  and  sur¬ 
rounded  by  trees.  It  is  a  very  small, 
one-room  chapel  or  church  with  a  thatch 
roof. 

3.  Tell  the  story  of  how  this  house  came  to  be 

built.  Once  upon  a  time  a  man  left  our 
dear  United  States  and  went  to  Burma 
to  tell  the  people  about  Jesus.  There 
was  a  wicked  king  ruling  in  that  country. 
He  took  this  man,  threw  him  into  prison, 
and  kept  him  there  for  nine  months.  Fi¬ 
nally  the  man  escaped,  and  afterward 
lived  many  years  in  Burma.  The  people 
learned  to  love  him,  and  later  many  gave 
their  hearts  to  Jesus  because  of  him. 
Now  this  chapel  has  been  built  right  on 
the  spot  where  the  prison  stood,  and  men 
and  women  go  there  to  praise  God  and 
thank  him  for  sending  to  them  this  man, 
whose  name  was  Adoniram  Judson. 
(Show  his  picture.) 


42  OUTLINES  FOR  JUNIOR  LEADERS 

D .  The  School.  The  last  stop  of  the  aeroplane 
is  at  Mandalay. 

1.  Here  there  is  a  Christian  school  for  Burman 

girls.  Through  the  open  door  can  be 
seen  rows  and  rows  of  little  girls  in  bright 
skirts  and  white  jackets,  who  look  slyly 
at  us  out  of  the  corners  of  their  bright 
eyes. 

2.  The  Lesson  in  English.  Upon  entering 

the  room  it  is  found  that  the  girls  are 
studying  the  English  language,  somewhat 
after  this  fashion.  (This  dialogue  could 
well  be  taken  by  several  of  the  boys  and 
girls,  in  costume  or  not.) 

Teacher :  “  Ma  Mo,  you  may  close  the 
door.  MahYu,what  has  Ma  Mo  done?” 

Mali  Yu:  “Ma  Mo  is  ...  is  close  the 
door.” 

Teacher:  “That  is  wrong?  Ma  Mary, 
what  has  Ma  Mo  done?” 

Ma  Mary :  “  Ma  Mo  has  closed  the  door.” 

Teacher :  “  That  is  right.  You  may  stand 
in  the  chair.  Mah  Yu,  what  is  Ma  Mary 
doing  ?  ” 

Mah  Yu:  “  Ma  Mary  is  ...  is  stand 
chair.” 

Teacher :  “  No.  Ma  Mo,  you  may  answer.” 

Ma  Mo :  “  Ma  Mary  is  stand  .  .  .  ing  on 
the  chair,”  etc. 

3.  Now  the  school  lessons  are  over,  and 

the  girls  stand  to  repeat  together  in  their 
own  language  the  Twenty-third  Psalm. 


BURMA 


43 


They  begin  to  sing,  and,  oh  joy  !  how 
sweet  and  familiar  the  song  they  sing. 
The  Junior  Society  sings  :  — 

“  I  think  when  I  read  that  sweet  story  of  old, 

How  Jesus  came  down  among  men,”  etc. 

III.  Conclusion. 

A.  Farewell  to  the  beautiful  country  of  Burma. 

B.  Thankfulness  in  the  hearts  of  the  children 

that  some  of  the  Burman  boys  and  girls 
know  that  song  about  Jesus,  who  died  to 
save  them.  But  why  were  so  few  singing 
it?  We  wonder. 

C.  Prayer  for  the  boys  and  girls  of  Burma. 


Lesson  II.  Burman  Bells 

This  lesson  might  be  substituted  for  the  foregoing  one  on 
Burma.  It  would  form  a  very  attractive  Christmas  Exercise. 


I.  Suggestions  for  the  Leader. 

A.  Material  needed. 

An  image  of  Buddha  (from  Mission  Rooms. 
It  can  be  modelled  from  clay  if  one  has 
a  supply  and  is  in  the  habit  of  using  it). 
A  few  flowers  (real  or  artificial). 

A  piece  of  yellow  or  gold  colored  paper,  joss 
sticks. 

A  doll  in  Burman  dress  (Fig.  23). 


44  OUTLINES  FOR  JUNIOR  LEADERS 

B.  Invitations — written  on  the  back  of  the 

Burman  temple  bells  (Fig.  24).  These 
could  be  sent  or  given  to  the  Juniors. 
If  the  exercise  is  used  at  Christmas, 
some  of  these  yellow  bells  could  be 
used,  with  our  own  familiar  red  ones,  to 
decorate  the  room. 

C.  A  child  in  costume.  Costume  could  be  pro¬ 

cured  from  Methodist  or  Baptist  Mission 
Rooms  or  easily  made.  Use  bright  calico 
for  the  skirt,  a  strip  two  yards  around. 
Do  not  gather  or  put  into  a  band.  Draw 
it  tight  in  back  and  tuck  all  the  fullness 
in  the  front.  The  jacket  may  be  white 
or  figured,  loose,  more  like  a  short 
kimono.  A  bright  colored  scarf  is 
thrown  about  the  shoulders,  the  ends  be¬ 
ing  uneven,  and  flowers  are  put  in  the 
hair,  which  is  dressed  high  on  the  head. 

D.  Poems  from  “The  Missionary  Speaker” 

(American  Baptist  Foreign  Missionary 
Society,  Boston)  might  be  introduced  in¬ 
to  the  program,  pp.  104,  105:  “The 
Burman  Girl’s  Lament,”  “The  Burman 
Girl’s  Joy.” 

II.  Program. 

A.  Leader  explains  that  the  yellow  temple  bells 
of  brass  ring  in  all  the  temples  of  Burma, 
with  a  soft  and  gentle  tinkle,  calling  the 
people  to  worship.  What  is  it  that  they 
worship  and  how  do  they  do  it  ?  Let  us  see. 


BURMA 


45 


B.  A  workshop  in  a  Burman  village. 

1.  Men  are  sitting  upon  the  ground.  The 

shop  has  a  roof  overhead  and  is  open  in 
front.  There  are  blocks  of  wood  all 
around. 

a.  They  chip  away  at  the  block  until  a  head 
takes  shape,  then  a  neck,  shoulders,  arms 
and  hands.  Eyes,  ears,  etc.,  are  made 
with  the  sharp  knife. 

b.  They  cover  it  with  gold  leaf  or  white 
paint. 

c.  Then  they  place  it  upright  in  the  front  of 
the  shop  for  sale. 

2.  What  have  these  men  made?  Did  they 

make  it  with  their  hands?  Ask  other 
questions  to  bring  out  the  point  that  the 
idol  is  of  wood  and  made  with  man’s 
hands. 

C.  A  temple,  where  Buddha  sits  amid  flowers 

and  incense. 

1.  Notice  his  sitting  posture,  his  calm  expres¬ 

sion  of  face. 

2.  H  ave  children  compare  their  ears  with  his, 

the  lobes  touch  his  shoulders. 

3.  Call  attention  to  his  fingers — all  of  the 

same  length.  Tell  the  story  of  how  a 
Burman  mother  looks  at  her  baby’s 
hands,  hoping  that  her  child  will  be  the 
new,  promised  Buddha. 

D.  The  Worship  of  Buddha.  The  incidents 

have  been  actually  witnessed  in  Burman 


4 6  OUTLINES  FOR  JUNIOR  LEADERS 

temples.  The  image  of  Buddha  should 
be  placed  upon  a  table  and  the  incense 
lighted  before  him.  Have  some  one, 
unseen,  ring  some  little  tinkling  bell 
during  this  part  of  the  exercise  and  during 
the  song. 

1.  Child  in  costume  comes  forward.  The 

leader  asks  her  to  worship  the  idol  by 
using  the  Burman  formula  :  Pu  Ya'  Shi 
Kok  The  child  kneels  before  the  idol 
and  offering  her  flowers,  bows  with  her 
head  to  the  ground.  She  withdraws. 
a.  Question  Juniors  as  to  the  efficacy  of  the 
offering,  likelihood  of  an  answer  to  the 
prayer. 

2.  Same  child,  described  as  too  poor  to  bring 

any  other  offering,  comes  forward  to  the 
idol  with  a  glass  of  water.  She  throws 
it  over  him,  kneels  and  bows  her  head  to 
the  ground. 

a .  Again  draw  from  the  children  their 
opinions  in  regard  to  this  kind  of  offering. 
Does  the  god  have  pity  on  the  child 
because  she  is  so  poor? 

3.  Child  with  sick  baby  (doll)  in  her  arms, 

stops  to  buy  five  rupees  ($1.50)  worth  of 
gold  paper  (yellow  paper)  and  then 
advances  to  the  god.  She  sticks  the  gold 
leaf  on  the  hand  of  Buddha  and  kneels 
before  him — all  this  in  the  hope  that  the 
baby  will  be  made  well. 
a .  See  that  the  Juniors  understand  all  her 
movements. 


BURMA  47 

b.  Talk  with  them  about  this  method  of 
healing  the  sick. 

c.  Does  the  idol  pity  the  little,  sick  baby  ? 
Will  he  heal?  Can  he  heal? 

E.  Song.  To  the  music  of  the  old  hymn : 
“  Saviour,  like  a  Shepherd  lead  us,”  all 
the  Juniors  unite  in  singing  the  following 
words  which  have  been  written  on  the 
blackboard : — 

Hear  the  Burman  bells  a-ringing 
In  the  temples  where  they  swing, 

As  they  call  the  dark  skinned  children 
From  their  play,  to  idols  grim. 

Burman  Bells 
Temple  Bells 

Listen  to  their  ding,  dong,  ding. 

Saviour,  dear,  we  pray  that  Burma’s 
Temple  bells  may  ring  for  Thee, 

And  the  idols  be  forgotten 
While  the  children  worship  Thee. 

Burman  Bells 
Temple  Bells 

Ring  for  Jesus,  loud  and  clear. 

III.  Conclusion. 

A.  Repeat  together,  God’s  first  commandment. 

B .  Prayer  that  the  idols  may  be  thrown  away 

and  the  people  worship  the  true  God. 

Note  on  Burma. 

The  children  may  be  interested  in  the  Burmese  version  of 
“Thirty  days  hath  September,”  etc., — 

“Ka,  kha,  ga,  gha,  nga,  Taninla 
Sa,  hsa,  za,  zha,  nya,  Ainga 
Ta,  tha,  da  dha,  na,  Sanay,”  etc. 


48 


OUTLINES  FOR  JUNIOR  LEADERS 


This  refers  to  days  of  the  week  and  not  to  months,  how¬ 
ever,  for  Burmans  divide  their  alphabet  among  the  days  of 
the  week,  and  a  child  born  on  Taninla  (Monday)  must  have 
a  name  beginning  with  K,  G  or  N,  and  when  he  is  old  enough 
to  go  to  the  pagodas,  the  nature  of  the  offering  he  carries  is 
determined  by  the  day  of  his  birth,  for  each  day  is  under  the 
protection  or  subject  to  the  fury  of  some  animal,  e.  g .,  the 
tiger  rules  Monday  ;  the  lion,  Tuesday  ;  the  elephant,  Wednes¬ 
day  ;  the  rat,  Thursday;  the  guinea  pig,  Friday;  the  dragon, 
Saturday  ;  and  a  weird  combination  of  bird  and  beast  rules 
Sunday. 


Directions  for  5Hse  of  Mustratibe  Jtlaterial 

Note. — For  cuts  see  page  49. 

A  Burman  Book 

Fig.  22.  This  figure  gives  an  idea  of  some 
Burman  characters,  chosen  at  random.  On  vour 
18  x  3  strip  of  brown  paper  repeat  these  characters 
until  you  have  filled  all  the  space. 


A  Burman  Doll 

Fig.  23.  A  black-haired,  dark-eyed  doll  should 
be  used  to  represent  the  Burman  girl.  Pile  her 
hair  high  on  her  head,  leaving  one  end  hanging 
out,  as  in  the  drawing.  Decorate  with  an  artificial 
flower.  The  skirt  should  be  made  of  striped  ma¬ 
terial,  red  or  pink,  sew  the  ends  together  with 
stripes  going  around  the  skirt,  not  up  and  down. 
Put  the  skirt  on  the  doll,  draw  it  tight  in  back, 
pinning  all  the  fullness  in  the  front.  A  loose  white 


Fig.  23  Fig.  22 


5° 


OUTLINES  FOR  JUNIOR  LEADERS 


jacket  with  flowing  sleeves  and  a  bright  silk  scarf 
thrown  round  the  shoulders  (one  end  should  be 
longer  than  the  other)  will  complete  the  costume. 


A  Burman  Bell 

Fig.  24.  The  outline  of  this  Burman  bell  can  be 
traced  on  thin  paper  and  then  the  bells  cut  from 
yellow  cardboard.  On  the  reverse  side,  write  an 
invitation  to  the  meeting,  giving  time  and  place. 
If  preferred,  the  following  lines  might  be  used  : — 

Please  come  on - next  to  hear 

About  this  yellow  bell  so  dear 
That  far  away  in  Burma  swings 
And  softly,  in  a  temple,  rings. 


Chapter  V:  3tabta 

Lesson  I.  An  Elephant  Ride 

I.  Suggestions  for  the  Leader. 

A.  Something  for  the  Boys  and  Girls  to  find  out. 

1.  How  many  people  live  in  India? 

2.  Who  rules  India? 

3.  What  happened  in  1857? 

4.  What  was  the  Durbar? 

B.  Material.  A  set  of  papier-mache  jungle  ani¬ 

mals,  elephant,  lion,  etc.  (Often  found 
at  Five  and  Ten  Cent  Stores.) 

A  poor  man’s  hut  (Fig.  26). 

Rich  man’s  house  (Fig.  27). 

Three  dolls  (Figs.  28,  29). 

Model  of  a  well,  made  of  stones  or  clay. 
Pictures  of  Pundita  Ramabai. 

C.  Invitations  (Fig.  25). 

& 

D.  Introduction. 

1.  Give  name  of  country  and  its  location. 

2.  Describe  mounting  of  an  elephant :  The 

elephant  kneels  and  the  passengers  climb 
upon  his  back,  by  means  of  a  short  ladder. 

3.  Leader  conducts  the  lesson  as  though  she 

were  the  guide  and  points  out  the  interest¬ 
ing  things  along  the  way. 


52  OUTLINES  FOR  JUNIOR  LEADERS 

II.  The  Elephant  Ride. 

A.  The  country.  Call  attention  to  the  dry  and 

parched  ground,  brown  grass,  the  cloud¬ 
less  sky  and  the  intense  heat.  Take  the 
path  through  a  jungle  and  show  animals 
found  there.  Speak  of  large  trees,  heavy 
vines,  etc. 

B .  A  village.  Suggest  that  all  dismount  and 

stroll  up  the  main  street. 

1.  Poor  man’s  hut — use  model. 

2.  Roadside  shrine  gaudily  painted,  with  an 

ugly  god  inside. 

3.  Rich  man’s  house.  Call  attention  to  zenana 

and  dwell  upon  its  use — the  place  where 
the  women  and  children  live. 

C.  The  People. 

1.  In  general — dark-skinned,  with  straight 

black  hair,  brown  eyes. 

2.  The  children. 

a.  The  boys  (show  doll). 

(1)  Speak  of  his  loose  dress,  his  big  tur¬ 
ban,  which  he  always  wears,  his  bare  feet, 
etc. 

(2)  Give  him  the  name  of  Nursai. 

b.  The  girls  (show  two  dolls). 

(1)  The  high-caste  doll,  Salala  by  name. 
(«)  Call  attention  to  her  dress,  her 
jewelry,  etc. 

(2)  The  widow,  Naveena  by  name. 

(a)  Always  dressed  in  white,  more  or 
less  clean. 

(b)  Without  any  jewelry — head  shaved. 


INDIA 


53 


(3)  Make  clear  the  meaning  of  caste. 

(a)  Refer  to  caste  mark  on  the  fore¬ 
head  of  Salala. 

(/;)  Describe  briefly  the  life  of  an  out¬ 
cast  or  a  widow. 

(c)  Explain  that  the  people  are  really 
oppressed  by  these  iron-bound  rules  of 
caste. 

D.  Intermission.  While  elephants  rest,  describe 
the  life  that  these  three  children — Nursai, 
Salala,  Naveena — lead. 

1.  Their  homes — refer  again  to  models. 

2.  Their  food — curry,  rice,  bananas,  sugar 

cane. 

The  rice  is  rolled  into  little  balls  and 
tossed  into  the  mouth.  The  fingers  are 
always  washed,  when  the  meal  is  finished, 
with  water  from  a  brass  bowl. 

3.  Their  play — the  simple  games  of  childhood 

— for  the  first  few  years,  then  the  girls  are 
forced  to  remain  in  the  zenanas. 

4.  Their  religion — the  worship  of  idols. 

B.  Pundita  Ramabai.  The  last  stop  on  the  ele¬ 
phant  ride  is  at  the  home  of  Ramabai. 
Introduce  her  to  the  Juniors  by  means  of 
her  picture.  Tell  them  a  little  of  her 
story. 

1.  Her  childhood  (show  Salala). 

a .  Her  kind  father. 

b.  Her  education. 


54  OUTLINES  FOR  JUNIOR  LEADERS 

2.  Marriage  and  widowhood  (using  Naveena 

to  illustrate). 

3.  Visit  to  England  and  America. 

a.  Describe  how  Jesus  came  into  her  life. 

4.  Her  work  among  the  girls  of  India. 

a.  Their  life  at  Kedgaon. 

b.  Tell  about  the  ten  wells  (show  model) 
which  she  has  built  that  her  fields  and 
children  may  have  water  in  the  dry  season. 
She  has  named  them  for  the  fruits  of  the 
Spirit.  Gal.  v.  22,  23. 

c.  Dwell  upon  the  fact  that  many  of  these 
girls  learn  to  love  Jesus. 

5.  Have  the  children  understand  that  Ramabai 

is  still  living  and  that  they  may  think  of 
her  and  pray  for  her. 

III.  Conclusion.  A  short  prayer  for  the  boys 
and  girls  of  India  and  for  Pundita  Rama¬ 
bai  in  her  useful  and  loving  work  for  her 
people  and  her  Saviour. 


<Efje  Pest  £§>f)e  iJtteto 

There  was  a  little  Hindu  girl, 

She  was  about  so  tall  ( measuring ), 

Each  morning  she  had  rice  to  eat, 

But  didn’t  eat  it  all. 

O  no  !  she  took  a  little  out, 

About  so  much,  I  think  {holding  out  hand), 
And  gave  it  to  a  wooden  god 
That  couldn’t  eat  nor  drink. 


INDIA 


55 


She  laid  it  down  before  his  face, 

And  said  a  little  prayer  ( clasping  hands )  ; 

The  idol  could  not  see  nor  hear, 

For  her  he  did  not  care. 

She  did  the  very  best  she  knew, 

’Twas  what  her  mother  taught  her; 

She  thought  the  idol  old  and  grim 
Could  help  her  little  daughter. 

I  want  that  little  Hindu  girl 

To  love  our  Lord  in  glory  {looking  up), 

And  I’ll  do  all  I  can  to  help 
Send  her  “the  old,  old  story.” 

— From  The  Missionary  Speaker. 


“Jesus  EotieS  ifle” 

(In  Telugu) 

Yesu  nan-nu  pre-mis-tu 
Tan-na  Yod-da  pil-che-nu. 
Dan-ni  Sat-ya  Veda-mu 
Na-ku  by-lu-par-tsu-nu. 

Chorus  : 

Yesu  pre-min-tsu-nu; 
Nan-nu  prk-min-tsu-nu. 
Nin-nu  pre-min-tsu-nu; 
Ma-Veda  chep-pe-nu. 


Lesson  II.  What  the  Gospel  Story  Can  Do 

I.  Suggestions  for  the  Leader. 

A.  Preparations. 

1.  An  idol  on  a  little  stand  with  incense  burn¬ 

ing  before  it. 

2.  Two  girls  in  costume.  For  the  first  girl 

six  yards  of  yellow  or  pink  cheese  cloth 


5 6  OUTLINES  FOR  JUNIOR  LEADERS 

for  a  sari,  a  bright  colored,  short  sleeved 
jacket,  rings,  bracelets,  chains,  earrings, 
a  nose  ring  (a  bead  fastened  at  her  nose 
with  a  bit  of  court  plaster),  a  conspicuous 
caste  mark  on  her  forehead  (made  with 
colored  chalk),  and  rings,  a  bell  or  some¬ 
thing  on  her  ankle  that  will  tinkle.  For 
second  child,  a  widow,  six  yards  of  white 
cheese  cloth,  a  white  waist.  Sari  should 
be  kept  over  her  head  as  her  head  is  sup¬ 
posed  to  be  shaved.  No  ornaments  of 
any  kind.  Flowers  or  a  wreath  for  each 
child. 

3.  Rehearsal— fifteen  minutes  is  all  that  is 
needed  to  make  this  exercise  pass  oft' 
smoothly.  The  two  girls  will  very  quickly 
catch  the  idea  which  the  leader  wishes  to 
bring  out. 

II.  Dialogue. 

A.  The  two  girls  enter,  with  sad,  sober  faces, 

walk  up  to  the  idol,  offer  their  flowers, 
and  bow  themselves  to  the  ground  before 
it.  They  turn  and  salaam  to  the  audience 
(place  right  hand  to  the  forehead,  repeat¬ 
ing  the  word  “  salaam”). 

B.  The  leader  calls  attention  to  their  clothes, 

jewels,  caste  marks,  etc.  She  asks  if  they 
understand  English  and  they  shake  their 
heads.  She  invites  them  to  be  seated  and 
offers  them  chairs,  but  they  sit  down  on 
the  floor. 


INDIA 


57 


C.  To  emphasize  the  influence  of  caste,  the 

leader  asks  the  first  girl,  by  means  of 
signs,  to  hand  a  book  to  the  widow. 
The  girl  throws  it  at  the  feet  of  the  widow. 
The  widow  is  made  to  sit  on  the  floor,  as 
though  sick  by  the  roadside.  The  first 
girl  passes  by,  with  cold,  proud  expres¬ 
sion  on  her  face.  The  leader  turns  to  the 
children  of  the  audience  and  asks  :  4  4  What 
can  be  done  with  these  Hindu  children 
who  bow  down  to  idols  and  who  have  no 
love  for  each  other?  ”  A  Junior  suggests 
that  they  be  sent  to  school. 

D.  The  two  girls  are  led  from  the  room  and  the 

leader  describes  a  mission  school.  (She 
will  find  plenty  of  material  in  the  litera¬ 
ture  of  her  own  denominational  Mission 
Board.)  The  girls  return  with  bright, 
happy  faces,  needless  jewelry  and  caste 
marks  having  been  removed.  Again  they 
salaam.  The  Juniors  respond. 

E.  Conversation  between  leader  and  two  girls. 

Leader:  44  Do  you  speak  English,  now?” 

Girls:  “Yes,  we  do.” 

Leader :  “Can  you  write?” 

The  first  girl  takes  a  crayon  and  writes  on  the 
blackboard:  “God  is  love.” 

Leader:  44  Can  you  read?”  and  hands  the 
girl  a  Bible. 

Girl  reads:  44  Suffer  little  children  to  come 
unto  Me  for  of  such  is  the  Kingdom  of 
Heaven.” 


58 


OUTLINES  FOR  JUNIOR  LEADERS 


Leader  then  repeats  part  of  exercise  under  C, 
in  regard  to  influence  of  caste.  The  first 
girl  now  gives  the  book  into  the  hands  of 
the  second.  She  puts  her  arm  around 
the  girl,  sick  by  the  roadside,  and  helps 
her  to  rise. 

Leader:  “You  love  each  other  then?” 

Girls  clasp  hands. 

Leader:  “Whom  else  have  you  learned  to 
love?” 

Girls:  “Jesus.” 

L eader :  “  Why  ?  ” 

Girls :  “  Because  He  died  to  save  us.” 

Leader:  “Can  you  not  sing  for  us — some¬ 
thing  you  learned  at  the  Mission  School.” 

Girls  with  hands  clasped  sing  in  English  or 
Telugu  (p.  55),— 

“Jesus  loves  me,  this  I  know 
For  the  Bible  tells  me  so.” 

III.  A  march  is  played  on  the  piano  and  the  mem¬ 

bers  of  the  Society  form  in  line.  As  they 
pass  one  of  their  number  holding  a  basket, 
they  drop  in  their  envelopes. 

IV.  Conclusion.  Prayer  that  the  love  of  Jesus 

Christ  may  work  its  wonderful  transfor¬ 
mation  in  the  lives  of  all  the  boys  and 
girls  of  India. 


Fig.  27 


6o 


OUTLINES  FOR  JUNIOR  LEADERS 


©trectiong  for  Sfge  of  Mugfratibe  Jflaterial 

Note. — For  cuts  see  page  59. 

An  Indian  Elephant 

Fig.  25.  Trace  outline  on  thin  paper  and  then 
cut  elephants  from  gray  cardboard. 

On  one  side  write  : — 

Good  for  one  continuous  ride 
Upon  my  back,  so  true  and  tried 
Thro’  Indian  fields  and  jungles,  too, 

Where  I,  with  many  friends  abide. 

The  Poor  Man’s  Hut 

Fig  26.  To  make  the  poor  man’s  hut,  take  a 
box  that  is  almost  square,  cut  a  doorway,  and  then 
lay  gray  moulding  clay  on  the  box,  pressing  it 
flat.  A  foundation  overhanging  roof  may  be 
shaped  from  cardboard  somewhat  as  roof  for 
Japanese  house  was  made  (see  Fig.  3).  On  this 
roof  sew  brown  raffia,  cut  in  equal  lengths — this 
makes  a  very  realistic  thatched  roof.  Put  a  goat 
and  some  little  clay  bowls  in  the  house. 

The  Rich  Man’s  House 

Pig.  27.  Make  the  high-caste  man’s  house  out 
of  a  white  shoe  box  ;  cut  the  veranda  pillars  along 
one  side  ;  at  A  A,  half  way  across  the  inside  of  the 
box  put  in  a  partition  wall,  with  doors  and  win¬ 
dows.  At  the  back,  B,  paint  the  zenana  windows 
where  the  women  are  confined  behind  the  closed 


INDIA 


6 1 


shutters.  The  roof  should  be  shaped  from  terra 
cotta  colored  cardboard.  (For  pattern  see  Fig.  3). 
Place  palm  trees  (see  Fig.  4)  and  artificial  flowers 
in  spools  around  the  house. 


Hindu  Dolls 

Figs.  28,  29.  American  Indian  rag  dolls  may 
be  bought  (three  if  possible)  and  redressed  to  rep¬ 
resent  Hindus. 

The  high-caste  girl  doll  should  wear  a  tight- 
fitting  jacket  of  some  bright  color,  many  jewels  and 
gay  necklaces  (fasten  a  few  gorgeous  beads  to  her 
nose  for  a  nose  ring  !),  and  a  little  invisible  belt  in 
which  the  skirt  effect  of  the  sari  may  be  tucked. 
Make  the  sari  as  follows  :  take  a  long  piece  of 
bright  material  (cheesecloth  is  best),  lay  over  half 
of  it  in  plaits,  tuck  these  plaits  inside  the  belt  to 
form  the  skirt.  Pass  the  remaining  length  of  the 
sari  over  the  left  shoulder  and  either  under  or  over 
the  right  shoulder,  where  it  may  either  hang  free 
or  be  brought  up  over  the  head  as  in  Fig.  28. 

The  widow,  or  out-caste  doll,  should  wear  a  white 
sari  only,  no  jacket,  no  jewels,  no  hair. 

The  Hindu  boy  doll  should  wear  a  white  turban, 
a  tight  jacket  and  loose  draped  trousers — both  the 
jacket  and  trousers  being  bright  colored. 


Chapter  VI:  iBtacfe  Utamonbs  tn  Africa 

I.  Preliminary  Work. 

A.  Something  for  the  boys  and  girls  to  find  out. 

1.  Where  the  principal  diamond  mines  are? 

2.  What  makes  a  diamond  so  valuable? 

3.  How  are  diamonds  mined? 

4.  What  is  the  “  face”  of  a  diamond? 

B.  Material  the  leader  will  need. 

1.  African  huts  (see  Fig.  30). 

2.  Palm  trees  (see  Fig.  4). 

3.  Toy  lions  (Five  and  TenCent  Store). 

4.  Fetishes  (a  small  feather  tied  to  a  string; 

also  a  wooden  idol). 

5.  Black  dolls  (Five  and  Ten  Cent  Store). 

6.  Shells.  To  represent  cowry  shells,  the 

African  money. 

7.  Outline  maps  of  Africa  cut  from  black  card¬ 

board  (Fig.  32L 

8.  Picture  of  David  Livingstone. 

9.  Tom-tom — a  round  wooden  box,  the  open 

end  covered  with  a  piece  of  oiled  paper. 

10.  Kotla — a  pile  of  stones  or  pebbles,  charred 
matches  and  small  piece  of  flame-colored 
paper. 

II.  Introduction. 

Question  the  Juniors  about  their  “  finds,”  then 
show  a  diamond,  and  ask  what  makes  it 


BLACK  DIAMONDS  IN  AFRICA  63 

so  beautiful.  Because  it  shines;  it  re¬ 
flects  the  light ;  it  gleams  with  all  the 
colors  of  the  rainbow ;  it  is  gay  and 
bright,  etc.  When  the  diamond  was  dug 
up,  however,  it  was  covered  with  an 
opaque  crust,  dingy  and  dull  and  un¬ 
lovely,  and  it  was  only  as  the  miner  re¬ 
moved  the  disfiguring  layers  that  little  by 
little  the  “faces”  thus  exposed  caught 
the  light  and  became  brilliant. 

Tell  the  Juniors  that  your  story  is  about  a 
miner,  who  found  some  “black”  diamonds 
in  Africa,  jewels  so  unlovely  that  the 
world  thought  he  was  crazy  to  risk  his 
life  to  obtain  them,  encrusted  as  they  were 
with  sin  and  fear  and  wickedness ;  but 
after  he  had  removed  the  crust,  their 
“faces  ”  glowed  with  the  reflected  bright¬ 
ness  of  the  Light  of  the  World,  and  they 
became  as  precious  as  any  jewels  God 
has  ! 

III.  The  Black  Diamonds  at  Home. 

A.  An  African  kraal  or  village. 

1.  Place  a  large  sheet  of  green  paper  on  the 

table  ;  on  this  lay  the  thatched  huts,  the 
palm  trees,  the  kotla  or  communal  cook¬ 
ing  place.  Around  this  build  a  wall  of 
either  twigs  or  blocks. 

2.  Amplify  the  details  of  village  life.  That 

these  kraals  are  built  in  clearings  in  the 


OUTLINES  FOR  JUNIOR  LEADERS 

jungle  forest,  where  monkeys  and  poison¬ 
ous  snakes  and  wild  beasts  live, — the 
village  wall  is  a  protection  against  these. 
The  chief  lives  in  the  hut  nearest  the 
kotla,  where  the  men  of  the  tribe  gather 
for  a  “palaver”  after  a  hunt  or  a  battle; 
the  women  work  in  the  fields,  planting 
and  reaping  ;  etc. 

B.  The  Black  Diamonds  themselves. 

Show  the  dolls.  Explain  that  they  need 
few  clothes  because  their  home  is  very 
near  the  Equator.  The  men  daub  their 
bodies  with  paint  and  braid  their  hair  in 
fantastic  fashion  ;  the  women  wear  all  the 
jewelry  they  can  get— -anklets,  nose  rings, 
earrings,  lip  rings,  great  copper  rings 
around  their  necks.  One  thing  they  all 
wear — a  queer-looking  object  tied  to  a 
string  and  hung  around  their  necks  (some¬ 
times  a  stick,  a  pebble,  a  bone,  a  claw,  a 
feather)  ;  what  can  it  be? 

C.  Their  religion. 

1.  This  religion  is  really  a  superstition,  a  fear 

of  evil  spirits  in  the  air,  wind,  water  or 
trees, — spirits  which  will  wreak  harm, 
every  ripple  of  water  or  rustle  of  leaves 
may  presage  evil.  (Have  one  of  the 
dolls  start  on  a  trip  into  the  jungle ;  a 
bird  sings,  the  doll  trembles,  clutches  at 
the  fetish,  and  then  walks  on.) 

2.  The  only  safeguards  against  these  spirits 


BLACK  DIAMONDS  IN  AFRICA  65 

are  the  fetishes — the  charms  worn  around 
their  necks,  which  have  been  blessed  by 
the  witch  doctor.  The  Family  Fetish  is 
an  idol,  fantastically  carved,  which  wards 
off  evil  from  the  hut.  Offerings  and 
prayer  are  made  to  the  idol,  but  the  wily 
old  witch  doctor  is  usually  sly  enough  to 
sneak  off  with  the  offerings  ! 

.  This  witch  doctor  is  the  most  important 
man  in  the  village,  except  the  chief.  He 
lives  in  a  hut  apart  from  everyone  else  ; 
he  is  solemn  and  mysterious,  and  chants 
awe-inspiring  words.  He  has  three 
functions  : 

a.  Rain  Maker.  When  there  is  no  rain  he 
receives  an  offering  of  an  ox  or  a  goat, 
which  he  sacrifices,  afterwards  burying 
the  bones.  Rain  is  expected  to  fall  at 
once.  Sometimes  it  does  !  When  it  fails 
to  come,  he  can  always  plead  that  evil 
spirits  were  too  malignant. 

b.  Priest.  As  such,  he  blesses  the  fetishes, 
and  wears  queer  little  packages  tied  to 
rings  all  over  his  body,  which  are  sup¬ 
posed  to  possess  the  power  of  working 
miracles. 

c.  Medicine  Man.  Sometimes  he  will  give 
herbs  to  the  sick,  but  as  the  Africans  be¬ 
lieve  that  sickness  is  possession  by  evil 
spirits,  which  have  entered  the  sick  person 
because  some  one  has  bewitched  him  or 
her,  the  safest  cure  is  to  call  the  witch 


66  OUTLINES  FOR  JUNIOR  LEADERS 

doctor  to  find  the  perpetrator  of  the  deed. 
He  dashes  up,  wearing  a  hideous  cos¬ 
tume  ;  he  dances  wildly  around  ;  he  foams 
at  the  mouth  ;  he  and  everyone  else  get 
into  a  terrible  frenzy,  in  the  midst  of 
which  he  “  smells  out”  the  victim,  who  is 
made  to  go  through  some  ordeal,  such  as 
drinking  deadly  poison,  plunging  hands 
into  boiling  water,  picking  up  blazing 
wood.  If  the  victim  comes  through  the 
ordeal  unharmed,  he  or  she  is  innocent, 
otherwise  death  by  dreadful  torture  is 
inevitable. 

D.  Slavery. 

Almost  everyone  in  the  African  kraal  owns 
slaves,  even  slaves  own  slaves.  The 
masters  treat  their  slaves  like  animals, 
using  them  cruelly,  selling  them  in  ex¬ 
change  for  anything  they  want.  Some¬ 
times  traders  descend  upon  a  village,  burn 
it,  capture  all  the  people,  chain  them  to¬ 
gether  with  heavy  irons  and  lead  them 
away  to  sell.  Cowry  shells  are  used  for 
money,  but  if  a  man  has  no  shells  and 
wants  to  buy  a  few  beads,  he  sells  his 
daughter  in  exchange. 

E.  Summing  up. 

i.  Question  the  Juniors  about  what  has  en¬ 
crusted  these  Black  Diamonds  : 
a.  Ignorance  of  their  own  value — otherwise 
they  would  not  sell  or  make  slaves  of  each 
other. 


BLACK  DIAMONDS  IN  AFRICA  67 

b.  Ignorance  of  the  world — otherwise  they 
would  not  fear  the  air,  water,  etc. 

2.  'What  kind  of  work  will  the  miner  have? 

Easy  or  hard?  Why?  Will  it  pay? 

3.  Show  black  map  of  Africa  and  give  the 

three  reasons  why  it  is  black  : 

a.  Unexplored.  Africa,  until  the  nineteenth 
century,  was  the  one  continent  whose  vast 
interior  was  geographically  unknown. 
Amplify  :  Desert  of  Sahara  known,  Egypt, 
etc.,  also  Southern  Africa,  Cape  of  Good 
Hope,  but  no  white  man  had  ever  pene¬ 
trated  the  dangerous  depths  of  the  jungle 
forests. 

b.  Dark  people.  Africa  is  the  one  conti¬ 
nent  whose  population  is  composed  almost 
entirely  of  dark-skinned  peoples. 

c.  Religion.  Africa  is  the  one  continent 
whose  native  religion  is  with  sacred 
writings, — “the  blackness  of  darkness” 
indeed  ! 

IV.  The  Miners. 

A.  The  story  of  the  first  Black  Diamond  Miner, 
David  Livingstone. 

1.  Boyhood.  Any  encyclopedia  or  short  form 
of  Livingstone’s  life  will  give  stories  of 
interest  to  the  Juniors,  showing  how  the 
little  Scotch  boy  of  Blantyre,  Scotland, 
although  he  lived  in  a  poor  tenement  and 
had  to  work  all  day  in  a  factory  and  go 
to  school  at  night,  was  yet  being  trained 


68 


OUTLINES  FOR  JUNIOR  LEADERS 


by  God-fearing  and  God-loving  parents 
into  a  youth  eager  to  be  of  service  to  God. 
Tell  how  he  heard  Dr.  Moffat,  of  Africa, 
speak  of  standing  on  a  hill  near  his  African 
home,  where  he  could  see  the  smoke  of  a 
thousand  villages  where  no  missionary 
had  ever  been,  and  beyond  them,  thou¬ 
sands  more  without  a  knowledge  of  Christ. 
These  godless  villages  were  Livingstone’s 
call  to  Africa. 

2.  David  Livingstone  in  Africa:  His  Discov¬ 
eries.  After  a  six-months’  journey  in  a 
sailing  vessel  he  reached  Africa  and  went 
to  Kuruman  (see  map),  Dr.  Moffat’s 
home,  studied  the  language  and  then  set 
out  to  visit  those  thousand  villages  which 
had  never  heard  of  Christ. 
a.  What  Livingstone  considers  his  greatest 
work. 

(i)  Helping  the  people  in  the  villages. 
(< a )  Invariably  as  he  approached  a 
village  a  tom-tom  would  sound  wildly 
(illustrate),  and  the  men  of  the  tribe 
with  spears  in  their  hands  would  march 
fiercely  out  to  meet  this  first  white  man 
they  had  ever  seen.  Livingstone 
usually  offered  them  presents — gay 
beads  or  gaudy  handkerchiefs,  and 
after  winning  them  over  he  would 
settle  down  to  help  them. 

(b)  This  help  took  various  forms: 
once  he  went  with  the  warriors  to  fight 


BLACK  DIAMONDS  IN  AFRICA 


69 


some  lions  that  were  working  havoc 
with  the  village  cattle,  one  of  the  lions 
sprang  on  him,  crushed  his  arm  and 
crippled  it.  Another  time,  in  a  village 
of  the  “tribe  of  the  Alligator,”  a 
dreadful  drought  caused  all  the  crops 
to  shrivel  and  die,  the  rivers  also  dried 
up  and  the  witch  doctor  could  not 
“  make  rain.”  Livingstone  taught 
them  to  build  a  canal ;  and  then,  that 
supply  being  exhausted,  he  set  out  on 
a  long  journey,  sometimes  traveling  in 
an  ox  wagon,  sometimes  in  a  ham¬ 
mock  carried  by  the  black  men, 
sometimes  in  canoes  on  the  Zambesi 
River — to  find  a  home  for  these  de¬ 
voted  men. 

(2)  Gaining  their  love;  leading  them 
to  God. 

(3)  Helping  to  abolish  slavery,  by 
buying  a  boat  to  carry  merchandise  across 
the  lakes  so  that  slaves  would  no  longer 
be  needed,  and  also  by  opening  trading 
centers. 

b.  What  the  world  considered  Livingstone’s 
greatest  work :  his  geographical  discov¬ 
eries  in  the  interior  of  Africa — Victoria 
Falls,  etc.  (Explain.) 

B.  Other  Miners. 

[Send  to  jour  own  Board  for  stories  of  jour  denominational 
work.] 


70  OUTLINES  FOR  JUNIOR  LEADERS 

V.  Conclusion. 

A.  What  can  we  do  to  help  the  Black  Diamonds  ? 

Distribute  small  black  outlines  of  Africa 
each  with  an  envelope  attached  (see  Fig. 
32,  p.  71).  Actual  diamonds  vary  in 
price  from  $1  up  to  thousands  of  dollars; 
if  we  can  afford  to  pay  so  much  for  finery 
to  decorate  ourselves,  how  many  black 
diamonds  can  the  Juniors  afford  to  add  to 
Jesus’  jewels?  (The  envelopes  should  be 
returned  full  at  the  next  meeting.) 

B .  Song:  “When  He  cometh,  when  He 

cometh  to  make  up  his  jewels.” 

C.  Prayer:  that  the  “faces”  of  all  the  little 

black  diamonds  may  be  turned  toward 
Jesus  ;  that  the  miner-missionaries  may 
be  strong  and  helpful  ;  that  more  boys 
may  have  a  vision  of  the  thousands  of 
villages  without  Christ. 


directions  for  ©Se  of  HHlustratibc  Jflafertal 

Note. — For  cuts  see  page  71. 

The  African  Hut 

Fig*  30.  For  this  little  round  hut  cut  out  a 
straight  piece  of  cardboard  (see  Fig.  31)  as  long  as 
you  desire.  Make  it  into  a  circle  by  lapping  and 
pasting  one  end  over  another.  Cut  a  round  door¬ 
way.  Cover  the  whole  wall  with  moulding  clay, 


_Fi _ R _ jl_R _ _ 

I  A _ J 

4 3| 


.  "3 at- 


72  OUTLINES  FOR  JUNIOR  LEADERS 

pressed  flat.  Points  A  are  to  be  glued  to  the  roof, 
which  should  be  made  as  follows  :  make  the  under 
roof  cone-shaped  (in  the  same  manner  as  for  Fil¬ 
ipino  boy’s  hat,  see  Fig.  21)  to  which  equal  lengths 
of  brown  raffia  should  be  sewed. 

% 

The  African  Offering  Envelope 

Fig.  32.  Cut  from  black  cardboard  and  paste  a 
white  envelope  at  the  top. 


Chapter  VII:  Special  programs! 

Jesus,  the  Light  of  the  World 

( Especially  appropriate  for  Easter  Sunday ) 

A.  Purpose — To  impress  upon  the  minds  of  the 

children  that  to  Jesus  Christ,  we  owe  all 
that  we  count  dearest  and  most  precious 
in  life.  Even  with  a  limited  supply  of 
objects,  the  contrast  in  the  lesson  can  be 
made  very  vivid.  If  all  the  objects  sug¬ 
gested,  cannot  be  obtained,  others  may  be 
substituted  and  some  might  be  omitted. 
In  a  child’s  collection  of  toys  much  en¬ 
tirely  appropriate  material  may  be  found. 
The  active  imaginations  of  the  children 
will  be  of  great  assistance,  especially  if  the 
material  is  not  all  that  could  be  desired. 

B.  Material. 

I.  Invitations — to  be  given  out  the  Sunday 
previous  : — 

Dear  - : — 

We  are  going  to  have  the  loveliest  Easter  Exercises  on 
Sunday  (date),  at  twelve  o’clock,  to  which  we  hope  you  and 
your  mother  can  surely  come.  Won’t  you  see  how  many 
quarters  and  dimes  and  nickels  (and  dollars,  too)  you  can 
pack  into  this  envelope? 


Lovingly, 


74 


OUTLINES  FOR  JUNIOR  LEADERS 


II.  Offering  envelopes.  With  invitation  give  a 
little  plain  envelope  or  one  on  which  has 
been  written  or  printed  : — 


A  little  from  a  far-away  shore 
girl 

Urges  you  please,  to  give  more  and  more. 

So  bring  this  back  Easter  with  money  inside 
To  help  tell  the  gospel  o’er  all  the  world  wide. 


III.  A  large  table  covered  with  dark  green  cloth 

to  represent  grass  and  divided  through  the 
center,  by  a  wall  built  of  blocks. 

IV.  Remaining  material  given  under  program. 

C.  Program. 

I.  The  heathen  village. 

1.  Explain  to  the  children  that,  on  one  side  of 

the  wall,  a  village  is  to  be  built. 

2.  Have  children  watch  as  the  following  objects 

are  placed  on  the  table,  the  teacher  ex¬ 
plaining  them  as  she  works  : — 

a.  Heavy  brown  paper  or  blotting  paper  cut 
to  represent  winding,  irregular  paths. 

b.  Trees — sprays  of  leaves  stuck  into  empty 
spools  which  have  been  stained  a  dark 
color.  A  mass  of  leaves  at  one  place  to 
represent  the  jungle. 

c.  A  mud  hut  with  thatched  roof  (see  Fig. 
26). 

d.  Animals  (pictures  cut  from  magazines 
mounted  on  cardboard  and  cut  out  will 
serve — bend  two  legs  outward  and  two 


SPECIAL  PROGRAMS 


75 


legs  inward  to  enable  the  animals  to 
stand).  Place  goat  in  the  house,  cow 
near  by,  lion,  etc.,  in  the  jungle. 

e.  Temple  (see  Fig.  8). 

f.  Idol  (any  one  of  those  used  in  previous 
lessons  will  do).  Place  it  in  the  temple 
and  burn  incense  (joss  sticks)  before  it. 

g.  A  few  bright  streamers  tied  to  tree  near 
the  house,  to  keep  the  evil  spirits  away. 

k.  Dolls — of  other  lessons. 

(1)  One  with  face  covered. 

(2)  An  Indian  (Hindu)  man  doll. 

(3)  One  or  two  naked  dolls  to  represent 
Africans. 

3.  Show,  with  dolls,  how  man  walks  to  the 

temple,  wife  following.  They  prostrate 
themselves  before  the  idol.  Another  doll 
lies  under  a  tree,  ill,  and  nobody  takes 
care  of  it.  The  man  doll  eats  his  dinner 
out  of  a  little  bowl  and  his  wife  waits  until 
he  finishes,  then  eats  what  is  left.  Make 
all  of  these  points  clearly  so  that  children 
understand. 

4.  Ask  the  children  if  they  would  like  to  live 

in  this  village.  Nobody  wants  to.  When 
pressed  for  reasons  they  will  tell  you  that 
they  do  not  like  the  home  life,  the  idol,  etc. 
II.  The  Christian  village.  Explain  that  as  no¬ 
body  wishes  to  live  in  the  heathen  village, 
another  one  will  be  built  on  the  other  side 
of  the  wall. 

1.  With  explanations,  place  the  following  : — 


7 6  OUTLINES  FOR  JUNIOR  LEADERS 

a.  Brown  blotting  paper  wide  and  straight 
for  a  street. 

b.  Trees  on  either  side  of  street. 

c.  House  (see  Fig.  34) ,  set  back  from  street, 
a  few  trees  and  flowers  in  front. 

d.  Church  (see  Fig.  33). 

e .  Two  dolls  (man  and  wife)  (Five  and  Ten 
Cent  Store). 

f.  A  few  small  books,  a  small  copy  of  New 
Testament  and  a  bit  of  folded  newspaper. 

2.  Show,  with  two  dolls  sitting  under  trees 

how  they  can  read  and  enjoy  books. 
Have  the  children  tell  you  what  would  be 
done  if  one  should  be  taken  sick.  Set  a 
little  table  under  the  trees  and  place  dolls 
at  it  in  chairs,  showing  how  they  would 
eat  together.  Side  by  side,  have  the  dolls 
walk  up  to  the  church  and  the  children 
will  tell  how  they  will  sit  together  inside. 
The  copy  of  the  New  Testament  should 
be  taken,  by  the  dolls,  to  the  church. 

3.  Ask  the  children  if  they  are  willing  to  live 

in  this  village  and  you  will  find  that  every¬ 
body  wants  to. 

III.  Point  of  the  lesson.  Explain  clearly  and 
carefully  that  the  great  difference  in  the 
villages  lies  in  the  fact  that  the  first  is 
without  Christ,  the  second,  with  him. 
Help  the  children  to  see  that  the  things 
that  we  prize  the  most  highly — education, 
home,  love,  church,  Bible — are  ours  be¬ 
cause  we  live  in  a  Christian  land.  Jesus 


SPECIAL  PROGRAMS 


77 


is  like  a  bright  light  in  a  very  dark  room. 
Repeat  to  the  children  and  have  them 
learn,  John  viii.  12. 

“I  am  the  light  of  the  world;  he  that  followeth 
Me  shall  not  walk  in  darkness  but  shall  have  the 
light  of  life.” 

IV.  Offering.  Place  basket  or  box  in  the  heathen 

village  and  have  children  march  up  and 
place  envelope  in  it. 

V.  Prayer  ;  of  thanksgiving  for  Jesus  Christ  and 

of  desire  to  help  all  those  who  do  not  yet 
know  about  him. 


©{rations;  for  Use  of  Sllustrattoe  jftlaterial 

Note. — For  cuts  see  page  79. 

The  Christian  Church 

Fig.  33.  Make  this  church  from  gray  cardboard 
and  paste  to  a  box  so  it  will  stand.  Cut  the  door 
so  it  will  swing  out  and  in.  The  rose-window 
should  be  colored. 

The  American  Home 

Fig.  34.  Cut  from  cardboard,  color  blinds 
green,  roof  red.  Paste  to  a  box  so  that  it  will 
stand  alone. 


78 


OUTLINES  FOR  JUNIOR  LEADERS 


^  ^o^pttal  ^  $artp 

The  Denominational  Boards  are  continually  re¬ 
ceiving  lists  of  hospital  supply  needs  from  medical 
missionaries,  as  such  high  prices  must  be  paid  for 
these  supplies  in  the  Far  East.  One  society  or 
school  might  not  be  able  to  give  enough  to  fill  a 
box,  but  they  could  get  a  few  dollars’  worth,  and 
this,  sent  on  to  your  Board  Rooms  and  added  to 
other  supplies  will  be  a  real  help.  Home-made 
rolled  bandages  are  also  extremely  useful,  and  it 
might  be  possible  to  have  the  girls  cut  bandages 
and  the  boys  roll  them.  Five  dollars  will  buy  a 
large  number  of  supplies, — seventy-five  assorted 
rolls  of  Red  Cross  bandages,  several  large  rolls  of 
absorbent  cotton  and  gauze.  Besides  this,  jars  of 
white  vaseline  come  at  ten  cents  apiece  and  small 
packages  of  absorbent  cotton  in  convenient  sizes  at 
five  and  also  at  ten  cents.  There  is  no  reason  why 
the  children  should  not  work  for  the  money  to  buy 
the  articles  which  you  suggest  to  them. 

The  day  of  the  party,  have  several  girls  dressed 
as  trained  nurses,  in  aprons  and  caps,  and  several 
of  the  boys  as  doctors  with  thermometers  and  medi-  „ 
cine  cases.  There  should  also  be  children  dressed 
in  costume, — one  from  India,  one  from  China,  one 
from  Korea,  one  from  Japan  and  a  nurse  to  tell  the 
story  of  an  absent  African  (see  p.  65  for  African 
customs) . 

Have  all  the  doctors  sit  around  a  table,  looking 
very  grave  and  serious,  and  the  nurses  stand  near 
by.  One  of  the  doctors  will  then  arise  and  say 


Fig.  36 


DESIGN  FOR  COVER 


E  AW 

□  . 

.□ 

1 1  IT  TT 

an 

in. 

II  1 1  U  . 

3*f 


Fig.  38 


SUGGESTION  FOR  INSIDE 
PAGE 


8o 


OUTLINES  FOR  JUNIOR  LEADERS 


that  a  very  unfair  distribution  of  medical  aid  in  the 
world  has  come  to  his  notice,  and  one  of  the  nurses 
will  bring  to  him  a  chart  which  reads  : — 

New  York  City  (proper). 

3,500  physicians  for  1,500,000  persons. 

1  physician  for  every  500  persons. 

United  States. 

225,000  physicians  for  90,000,000  persons. 

1  physician  for  every  400  persons. 

Non -  Christian  W or  Id. 

800  physicians  for  1,000,000,000  persons. 

1  physician  for  every  1,250,000  persons. 

The  doctor  will  then  ask  them  how  much  one 
physician  can  do  for  one  million  persons  and  all 
the  doctors  will  shake  their  heads  sadly  !  Then 
another  doctor  says  he  would  like  to  see  some  of 
the  people  from  heathen  lands,  to  see  how  they  get 
along  without  physicians,  so  one  of  the  nurses  is 
dispatched  to  India,  leaves  the  room  and  returns 
bringing  the  Hindu  girl,  who  will  tell  some  of 
these  facts  in  her  own  words:  “In  India  people 
earn  so  little  money  that  they  are  nearly  always 
hungry  when  they  lie  down  at  night.  Two  cents 
a  day  is  not  much  for  a  whole  family  to  live  on  ! 
This  hunger  makes  them  weak  and  often  sick,  too, 
because  they  drink  bad  water ;  for  in  one  pool  peo¬ 
ple  will  bathe  their  bodies,  wash  their  clothes,  rinse 
their  dishes  and  vegetables  and  drink  the  water. 
When  they  have  bad  fevers,  and  are  burning  hot 


SPECIAL  PROGRAMS 


81 


and  delirious,  instead  of  keeping  the  sick  person 
cool  and  quiet,  fanning  the  flies  away,  etc.,  the 
family  calls  in  all  the  neighbors,  who  bring  tin 
pans  and  drums,  and  all  night  long  they  yell  and 
beat  the  drums  around  the  sick  person.  Why  do 
they  do  this?  Because  they  believe  it  is  an  evil 
spirit  that  makes  the  man  or  woman  so  ill  and  they 
want  to  scare  it  out.” 

The  doctors  should  all  shake  their  heads  again 
in  a  very  sad  way,  and  one  of  them  should  say 
that  they  need  doctors  in  India  badly,  very  badly 
indeed. 

Then  another  nurse  is  sent  to  China,  leaves  the 
room,  returning  with  a  Chinese  boy,  who,  in  his 
own  words,  will  tell  these  facts:  “In  China, 
when  a  man  has  a  pain  in  his  legs  he  goes  to  a 
square  where  there  is  a  big  brass  mule,  and  he 
rubs  his  sore  leg  against  a  leg  of  the  mule,  hoping 
the  pain  will  leave  his  leg  and  go  into  that  of  the 
mule.  Or  if  he  has  a  sore  eye,  he  will  rub  his  eye 
against  the  mule’s  eye,  etc.”  (If  you  care  to  have 
a  longer  talk  consult  “Murdered  Millions,”  pub¬ 
lished  for  fifteen  cents  by  the  Medical  Missionary 
Record,  118  East  45th  Street,  New  York  City.) 

The  Korean  child  will  tell  how  people  in  his  or 
her  land  suffer  from  cholera,  which,  they  think,  is 
an  evil  spirit  or  wind  in  the  body,  and  the  only  way 
to  cure  it  is  to  put  very  long  needles  into  the  body 
to  let  the  spirit  out !  They  also  put  up  big,  glar¬ 
ing,  ugly  pictures  to  scare  away  the  evil  cholera 
spirits. 

In  Japan  they  go  to  the  temple  and  buy  a  piece 


82 


OUTLINES  FOR  JUNIOR  LEADERS 


of  paper  with  a  prayer  for  the  recovery  of  the  sick 
written  on  it,  they  put  the  paper  in  their  mouths, 
chew  it  until  it  is  a  little  wet  wad  and  then  throw  it 
at  the  big  stone  idol.  If  the  paper  sticks  to  the 
idol,  they  believe  the  idol  will  answer  the  prayer 
and  the  sick  person  recover. 

The  African  customs  will  be  found  on  page  65. 

The  leader  will  then  tell  in  a  few  words  what  a 
beautiful  work  the  medical  missionary  is  doing, 
healing  these  sick  people  and  telling  them  about 
Jesus,  too.  After  this  the  children  should  bring 
forward  their  gifts  and  the  leader  tell  who  is  to 
receive  them.  Then  bandages  may  be  cut  and 
rolled  and  refreshments  served  by  the  nurses. 
Each  child  should  receive  a  little  pill  bottle  full  of 
small,  round,  colored  candies  from  the  doctor’s 
medicine  case. 

“  JfWts&tonarp  IMjotoer” 

A.  Invitations  or  Poster. 

Make  a  drawing  of  an  open  umbrella  (adver¬ 
tisements  will  be  useful  here),  color  the 
umbrella  black  and  underneath  it  print 
the  following  : — 

Rain  or  shine 
You  are  cordially  invited 
to  a 

Missionary  Shower 
to  which  you  are  requested  to  bring 
(mention  article  desired,  also  time,  and  place). 


SPECIAL  PROGRAMS 


83 


B.  Articles  Missionaries  Need. 

Pencils,  erasers,  rubber  bands,  pens,  crayons, 
post  cards  (used  and  unused),  all  kinds 
of  pins,  thread,  thimbles,  scissors,  guest 
towels,  etc.  [The  Rooms  can  give  you 
fuller  needs.] 

C.  For  the  Party. 

Tie  a  big  umbrella  to  the  back  of  a  chair,  and 
fasten  a  gift  (wrapped  up)  to  each  of  the 
points  of  the  umbrella.  Perhaps  some  one 
could  sing  that  pretty  little  spring  song, 
“  It  is  not  raining  rain  to  me,  it’s  raining 
violets.”  After  the  song  have  first  a  boy 
and  then  a  girl  sit  in  the  chair  under  the 
umbrella  and  reach  up  to  guess  by  the 
“feel”  what  a  parcel  contains.  The 
formula  should  be:  “It  is  not  raining 
rain  to  me,  it’s  raining  ....  ’’(mentions 
guess) .  Then  opens  package  to  see  if  the 
guess  was  correct.  After  every  boy  and 
girl  has  had  a  turn  at  guessing,  let  them 
sit  around  you  on  the  floor  as  you  sit 
under  the  umbrella  and  tell  them  about 
the  missionary  to  whom  the  presents  are 
going. 

Close  by  singing:  “There  shall  be 
showers  of  blessings.” 


84 


OUTLINES  FOR  JUNIOR  LEADERS 


“©oil  Softer ” 

or 

“The-Old- Woman- Who-Lived-in-a-Shoe-Party” 

A.  Girls’  work  before  the  party — to  dress  as 

many  dolls  as  you  are  able  to  provide. 
Have  each  doll  dressed  in  simple  wash 
clothes  that  will  button  and  unbutton. 

B.  Boys’  work  before  the  party — to  buy  toys 

such  as  may  be  found  at  a  Five  and  Ten 
Cent  Store, — sail  boats,  tops,  wagons, 
marbles,  slates,  etc. 

C.  Invitations  to  the  Party. 

These  should  be  cut  in  the  form  of  shoes,  out 
of  manila  cardboard  (see  Fig.  36),  on  the 
back  of  which  write  : — 

There  was  an  old  woman  who  lived  in  this  shoe 
I  don’t  see  her  children  around,  though,  do  you? 

But  come  to  the  party  we’re  going  to  give, 

And  then  you  will  see  them  as  sure  as  you  live! 

(Date  of  party. ) 

(Place. ) 

D.  The  Party  Itself. 

Make  a  giant  shoe  by  covering  a  clothes 
basket  with  gray  or  tan  lining  material ; 
make  a  huge  buckle.  In  this  shoe  have 
one  of  the  girls  sit,  dressed  as  the  “  Old 
Woman,’5  in  shawl,  apron,  cap,  mitts,  etc. 
Have  the  dolls  hanging  over  the  edge  of 
the  shoe,  with  the  toys  interspersed.  The 
Juniors  should  vote  on  the  various  excel¬ 
lencies  of  the  dolls,  after  which  let  the 


SPECIAL  PROGRAMS 


85 


“  Old  Woman  ”  tell  them  where  their 
gifts  are  going,  telling  a  Christmas  story 
— see  Christmas  numbers  of  “  Every - 
land,”  1910  and  1911. 

Fig.  36 :  a  pattern  of  the  “  shoe  invitations.” 
Each  shoe  should  be  at  least  four  inches  long  and 
about  two  and  a  half  inches  high. 

Note. — To  reach  the  Far  East  by  Christmas,  boxes  should 
be  shipped  the  last  of  July. 

“S  Jfisf)  $artp  ” 

(To  follow  a  contest  of  sides  to  win  new  members.) 

A.  Divide  the  members  into  two  groups  of  Fish¬ 

ermen — the  Blue  Fishers  and  the  Gold 
Fishers.  Distribute  to  each  side  fishes 
cut  from  blue  and  yellow  cardboard,  on 
which  they  are  to  write  the  names  of  the 
new  “  fish”  they  have  caught. 

B .  The  losing  side  should  assist  you  in  arranging 

for  the  party.  Send  out  invitations  written 
on  cardboard  fishes  :  — 

All  we  fishers,  both  gold  and  blue, 

Hope  that  you  surely  will  be  on  view 
At  a  party  we’re  giving  at  our  Fish  Pond, 

A  place  of  which  we’re  all  so  fond! 

(Place. ) 

(Date. ) 

C.  Various  ideas  for  the  party  suggest  themselves. 
1.  Short  talk  to  new  •“  fishes,”  telling  them  why 

they  were  caught,  etc. 


86 


OUTLINES  FOR  JUNIOR  LEADERS 


2.  Tell  about  Fish  Day  in  Japan,  really  called 

Boys’  Day,  May  5th  of  every  year,  when 

great  lash  balloons  are  displayed  outside 

every  house  where  there  is  one  or  more 

%/ 

sons.  Make  some  of  these  fishes,  and  tell 
more  about  boys  in  Japan. 

3.  Have  a  fish  pond  in  one  corner,  surrounded 

by  a  screen  ;  let  the  children  fish  with  a 
rod  for  such  “bites”  (wrapped  in  green 
tissue  paper),  as  a  stick  of  candy,  a  few 
peanuts,  etc.  The  Five  and  ^Ten  Cent 
Store  will  offer  many  good  suggestions. 
The  attraction  will  lie  in  unwrapping  the 
mysterious  “  bite  ”  ! 

®be  Jftstf)  pook 

An  attractive  book  may  be  made  by  putting 
heavy  sheets  of  manila  paper,  9  x  12,  between 
heavy  boards  of  a  deep  yellow  cardboard,  fastened 
together  by  ribbons  or  rings.  For  designs  for 
cover  and  pages  see  Figures  37  and  38.  Some  ex¬ 
planation  of  the  name  might  be  put  on  the  first 
page,  as  : — 

When  I  was  very  little  I  used  to  sit  and  wish 

That  I  was  big  like  Father  and  could  only  catch  a  fish, 

But  now  that  I  am  older  I  have  a  better  plan, 

I  shall  “catch”  for  our  society  every  child  I  can! 

This  kind  of  fish  can  be  my  friends — 

Real  fish  serve  only  carnal  ends! 

I  hope  that  I  shall  have  a  catch 
That  every  member’ll  try  to  match. 

Keep  the  book  on  a  table  with  pen  and  ink  for 
the  children  to  sign. 


Chapter  VIII:  posters,  3nbitattons  anb 

JWtte  t^oxes 

Making  Posters  and  Invitations 

Never  say  you  “  simply  can’t, ”  until  you  try! 
Even  your  queer-looking  results  will  arouse  interest 
among  the  Juniors  who  are  far  from  critical,  and  if 
you  try  long  enough  you  will  become  positively 
fascinated  at  your  latent  abilities  and  will  never 
regret  either  time  or  efforts.  Everyone  knows  that 
the  two  chief  joys  of  a  “  Party  ”  lie  in  receiving  a 
mysterious  invitation  suggestive  of  what  is  to  hap¬ 
pen,  and  then  in  returning  home  the  proud  posses¬ 
sor  of  some  little  souvenir !  Make  use  of  this 
knowledge  in  winning  and  holding  your  boys  and 

A  search  through  magazine  advertisements, 
book  catalogues  (which  any  bookseller  will  gladly 
furnish  gratis),  time  tables  issued  by  Railroads  and 
Ocean  Steamship  Companies  (especially  the  Pacific 
routes)  and  circus  announcements  (these  are 
invaluable !  The  gorgeous  animals  are  just  what 
you  need  for  your  Indian  and  African  jungles), 
will  bring  to  light  much  material  which  you  can 
use  both  for  posters  and  for  lessons. 

Colored  cardboard  of  all  shades  is  much  more 
attractive  to  boys  and  girls  than  white,  and  the 
price  is  the  same.  A  gay  little  card  plus  a  quaint 
little  drawing,  plus  a  jingle  will  catch  their  eyes 


88 


OUTLINES  FOR  JUNIOR  LEADERS 


and  hearts  invariably,  no  matter  if  the  drawing  is 
not  flawless  or  the  jingle  well-rhymed  ! 

Make  all  the  lines  of  your  drawings  as  simple  as 
possible — in  this  way  each  line  counts  and  has  its 
own  meaning.  The  following  invitations  (also 
posters,  as  you  like)  are  simply  suggestive;  any 
of  the  drawings  given  in  the  lessons  could  be 
adapted  to  your  needs,  e.  g.,  you  could  make 
charming  Japanese  invitations  by  cutting  out  some 
Japanese  houses  from  cardboard,  or  big  black 
Korean  hats  cut  from  cardboard  for  Korea,  etc. 


&  <P>urst  Poofe 

Figs.  39,  40.  It  is  a  good  idea  to  have  a  record 
of  attendance  at  your  meetings,  and  if  this  is  kept 
by  the  children  themselves,  it  may  prove  an  incen¬ 
tive  to  continued  coming.  An  attractive  guest 
book  can  be  made  of  heavy  sheets  of  manila  paper, 
9x12,  put  between  heavy  boards  of  a  deep  yellow 
cardboard,  fastened  together  by  ribbons  or  rings. 
One  page  will  probably  be  large  enough  to  receive 
the  names  of  twenty-five  children.  To  make  each 
page  attractive,  a  simple  drawing  illustrative  of 
the  subject  of  the  meeting  may  be  placed  along 
one  side  of  the  sheet,  and  painted  in  colors  harmon¬ 
izing  with  the  tone  of  the  manila  paper. 

Have  the  book  on  a  table  by  the  door,  together 
with  pen  and  ink  and  blotter,  and  request  each 
child  to  sign  before  he  leaves. 


Fig.  40 


9° 


OUTLINES  FOR  JUNIOR  LEADERS 


Jffltte  xe* 

If  your  Board  issues  no  mite  boxes  which  are 
adaptable  to  your  needs,  very  attractive  ones  may 
be  made  on  the  order  of  the  new  candy  box  favors 
sold  in  such  stores  as  Huyler’s,  made  by  pasting 
two  similar  figures  on  either  side  of  a  small  narrow 
box.  You  can  procure  as  many  dozen  of  boxes  as 
you  may  need  from  a  box  factory  (or  from  stores), 
cut  a  coin-hole  at  the  top,  paste  on  the  figures,  and 
the  box  is  ready  !  The  following  suggestions  are 
given,  but  pagodas,  figures  in  costume,  houses, 
flags,  etc.,  are  ail  good.  Use  very  heavy  white 
cardboard. 

Also,  coin  envelopes  glued  to  one  side  of  figures, 
temples,  etc.  (as  in  lesson  on  Africa),  are  attractive 
and  individual  to  the  country  studied. 

Chinese  Mite  Box 

Color  the  gown  bright  blue,  the  face  yellowish- 
pink. 

Lantern  Mite  Box 

Color  the  lanterns  in  different  gay  colors.  When 
these  are  collected  they  may  be  strung  on  heavy 
cords  around  the  room,  like  real  lanterns, — in  their 
own  way  they  will  send  out  the  light ! 


Easter  Mite  Box 

This  lily  box  would  be  most  appropriate  for  an 
Easter  offering.  Color  the  leaves  and  base  green. 


I 


If  you  aren  t  there 
There'll  be  a  vacant  chair 


On 

(date) 

(place) 


Tie  a  ribbon  round  your  thumb. 
So  you  won  t  forget  to  come 
On 
(date) 


(place) 


NOTE. — Insert  a  piece  of  baby 
ribbon  through  slits  in  the  invita¬ 
tion  card  ! 


96 


OUTLINES  FOR  JUNIOR  LEADERS 


A  Buddha  Box 

This  Buddha  is  the  Burman  mite  box.  On  the 
side  of  the  box  could  be  written  : — 

This  dreadful  old  idol  so  ugly  and  grim 
Is  Buddha — aren’t  you  afraid  of  him? 

Do  fill  up  this  box  with  very  great  speed 
For  our  loving  Jesus  the  Burmans  all  need. 


Christmas  Tree  Mite  Box 

Color  the  tree  green  and  the  trunk  brown. 


Jfints 


TURKEY 

:  ,V  •  - 

■  ? 

A  STUDY  FOR  JUNIORS 


BY 

t  MARY  PRESTON 

Anticipating  the  need  of  a  study- 
book  for  the  older  Juniors  the 
Central  Committee  has  asked  Miss 
Preston  to  prepare  this  study  on 

111  TURKEY 

where  the  American  Board  has  a 
remarkable  record  of  missionary 
work.  ^5^:,.,'- 

Since  all  the  world  is  wondering 
about  conditions  in  Turkey  to-day 
it  will  be  of  great  interest  to  Juniors 
and  Leaders  to  take  up  the  Study 
this  year.  -  ^ 


PRICE,  Paper 


25  CENTS 


Order  from  your  own  Mission  Board 


gas* 


FRANK  WOOD,  PRINTER,  BOSTON 


